English is spoken by the largest population on Earth, thus establishing its pioneering role as a language of communication. To be effective in today's information- and innovation-driven culture, language classes must be tailored to each individual learner. There is a lot of discussion in the field of English Language Teaching (ELT) in India about the challenges of dealing with incorrect instructional methodology, ambiguous policies, learners' multilingual underpinnings, the need to empower teachers, and use of antiquated practices in English language instruction. The English language is studied for almost 12 years by students in all educational systems across the country, and it is given a prominent role in the curriculum. After studying English from kindergarten through high school and passing the first Board Test, most students still struggle to communicate beyond the most elementary levels. The purpose of this study is to investigate the teaching strategies used to teach English by Govt. High School teachers in Hyderabad district of Telangana. The term "teaching strategy" was coined for the purposes of this investigation to describe a teacher's approach to achieving desired outcomes in an English language classroom through the application of a variety of approaches. The research team used a survey to explore how English is taught in secondary schools. They discovered that most of the teachers speak the students' native languages in class and place a greater focus on writing than on speaking or listening. Teachers typically do not apply the approach due to lack of training in the methods advocated by textbook authors, and in some cases, they do not have knowledge of the pedagogy involved in teaching a second language.

Methods and approaches in teaching English, teachers’ perception towards English, pedagogy of second language.