This diploma thesis examines the teaching methods and approaches employed by Czech English teachers in lower secondary education. The theoretical part explains the key features of each method investigated in research and offers insights into the favoured teaching methods and approaches from the perspective of both teachers and students. Additionally, the role of the mother tongue and errors in learning are also addressed. The Empirical part is based on qualitative research conducted with three Czech English teachers. In order to find the most relevant data, the triangulation method involving direct observations, semi-structured interviews, and materials analysis was employed. During the research, attention was paid to the teachers' teaching styles, the language they use, and how educators deal with errors. In the final part, the findings are discussed, and all research questions are answered.