The topic of the Master thesis deals with the use of didactic games in teaching English to teenagers. The decision is based mainly on the belief that games have a great educational value and are the good method how to keep learners interested in the work. They give students a break from learning and at the same time allow them to practice their learning skills. In this work I would like to find out whether using didactic games seems to be a useful method for learning language, whether it keeps learners interested in the work and encourages them to interact and cooperate. Last but not least to what extent the teachers use didactic games in their lessons and whether they find them useful. I will divide my thesis into two parts. First part will be theoretical and will focus firstly on theory of game and its definition. Secondly on using games to support learning, thirdly on types of games and their examples. I will also focus on two participants of education, teachers and students. I will describe who they are and what their attitude towards using didactic games is. This part will be based primarily on printed materials such as books, textbooks and periodicals. Another source of information will be internet and its online sources and finally authentic materials used by teachers in practice. Second part of the thesis will be empirical. In this part I will co-operate not only with students but also with their teachers. Data from respondents will be collected either from observations, testing or questionnaire and subsequently processed. Research of this topic will be based not only on observations of students and teachers during their lessons but also on testing and questionnaire. I am planning on meeting with students and doing the research during my teaching practice. I will choose several didactic games which will be done with students during their English lessons. Process will be observed and evaluated not only by me but also by students. Firstly, they will be given anonymous questionnaire in which they will evaluate the game. Secondly, they will be given a short test in which they will prove acquired knowledge of given topic. For example knowledge of vocabulary practiced by concrete didactic game. Printed or online questionnaire will be distributed among larger group of teachers. I will try to find out whether they include didactic games as a part of their English lessons. What types of games they choose, what they practice with them and whether they perceive them positively. Last but not least, whether they create their own games or what is their source of inspiration for those activities. The main aim of the thesis is to find out which of the chosen games support learning the most. Further, I will focus on using didactics games in lessons of English language and types of games which are used by the English teachers the most. I will also find out whether teachers perceive using didactics games positively or negatively and where does the inspiration come from. The topic of didactic games in teaching English to teenagers seems very topical to me. Didactic games are frequently used educational tool and a way how to motivate students to work. Teachers are more and more trying to find ways how to make lessons more interesting for students. Therefore, findings of the research could serve as an example of proven didactic games. They could be provided as an inspiration not only to the beginning teachers but also to those experienced ones who have exhausted all the possible sources.