• Melese Mengesha
• L. Manjula Davidson

Throughout the history of SLA research, the worthiness and unworthiness of textbooks have been documented well. A well-prepared textbook is considered as a compass for teachers and students showing where to begin and where to end their lessons. The focus of the present study was on investigating the difficulty level of the reading and the listening passages of EFL textbooks. For this purpose, data were collected through questionnaire from 26 EFL teachers from four primary schools in Abomsa, Ethiopia. Classroom observations were also made to see how teachers and students are able to read the passages. Moreover, the selected reading and listening sections of grade two and grade three EFL textbooks for Ethiopia were evaluated in depth. The finding shows that the passages in the textbooks are found to be difficult for both the target students and their teachers although the difficulty level varies. In the passages, complex and very long sentences found which were difficult to be understood by grade two and grade three EFL students. Since most of the comprehension questions require higher thinking ability, students faced problem on answering them. Recommendations were provided based on the findings

EFL Textbooks, reading passages, EFL Teachers, EFL Students

"Appropriateness of Passages for Students and Teachers in Abomsa Government and Private Primary Schools: EFL Teaching and Learning Materials for Ethiopia Grade 2 and 3 ", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.5, Issue 11, page no.338-349, November-2018, Available :http://www.jetir.org/papers/JETIR1811B54.pdf

"Appropriateness of Passages for Students and Teachers in Abomsa Government and Private Primary Schools: EFL Teaching and Learning Materials for Ethiopia Grade 2 and 3 ", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.5, Issue 11, page no. pp338-349, November-2018, Available at : http://www.jetir.org/papers/JETIR1811B54.pdf