The main objective of this study was to assess the adequacy of teaching listening inrngrade eight English lessons. To obtain the information required, the listeningrnsections of the textbook for Grade eight were evaluated based on the criteriarnsuggested by scholars. To elicit additional information, a questionnaire wasrnadministered for all Grade eight English language teachers in Mekdela, SibsternNegasi and Mekanisa Akababi primary schools. Besides, six classroom observationsrnwere conducted to get some insight on how the teaching of listening is implementedrnat classroom level and an interview was conducted with three teachers and twelvernstudents to cross check the data that were collected through questionnaire andrnclassroom observations.rnThe data obtained were analyzed through qualitative and quantitative means. Arnqualitative analysis was carried on the information obtained from the textbookrnanalysis, the open-ended questionnaire for the teachers, classroom observationsrnand the interview with teachers and students. A quantitative analysis was made onrnteachers' responses to the close-ended questionnaire items.rnThe analysis showed that there arc no adequate listening texts and activities inrnGrade eight course books. In addition, teachers do not prepare their own listeningrntexts and activities to help students become skillful listeners. The listening activitie.:;rnin the course book are suitable and require students to understand the main idea.rnTeachers encourage students to attempt the listening tasks without putting too muchrnemphasis on the quality of their responses. Moreover, visual aids, and recordedrnmaterials are not used for teaching listening in classrooms. Accordingly, .rnrecommendations were forwarded to design appropriate teaching material thatrnaimed at a balanced language skills as well as to create awareness upon teachersrnconcerning the vitality of the teaching of listening in primary schools in general andrnin Grade eight in particular.