9 t •• ' .. J in.questionnaire indicated that they learned nothing from the poetry lessons. It has been found that , ' :., the difficulty of the poetry lessons, t~ difficulty of the words of the poems, the students' lack of interest on poetry lessons, the students' dislikes to the teaching techniques of teachers, the ., negative effects created on students by the poetry lessons students lack of literary competence, as · .f. actors, affect students not to achieve objectives of the poetry lessons fully . .. teaching techniques. The results of the study also show that the techniques of teaching poems depend only mainly on language-based approach and personal-response approach for teaching poems thereby ignoring other approaches to teaching poetry. The pre-reading activities are rarely suggested and emphasis is not given to grammar and writing skill. It has also been found out that the poetry lessons were difficult to understand, not attractive and caused negatives effects not to I' ' have interest in poetry lessons and learning English for about half of the students. Some of the .... students have some dislikes about the EFL teachers' teaching techniques and half of the students The findings show that EFL teachers are aware of the objectives of the poetry lessons. It has been found out that all EFL teachers teach poems almost in a similar manner: First teachers read poems aloud, ask students to read the poem aloud; and get comprehension and vocabulary questions in the text d~. They apply only about half of the general techniques suggested in the teacher's guide and the student's textbook. It has been found out that teachers have little knowledge and . . objectives of the poetry lessons at Ghion General Secondary and Preparatory school, Bahir Dar. • To realize this, data were obtained from all 3 grade 11 EFL teachers through interview and classroom oc,bservation and from70 grade 11 students using questionnaire. ._ The main purpose of this study is to evaluate the techniques EFL teachers used in teaching poems which are suggested in the teacher's guide and the student's textbook and achievement of A considerable number of poems( 5 poems} have been included in Gradel I English Textbook with s~gested techniques of teaching, and the purpose of their inclusion is to increase students' I' • ~rij oyment and understanding of Errglish .