Games used in English lessons for preschoolers
Games used in English lessons for preschoolers to introduce and reinforce learned material and activate the learning process
1. “Fun exercise”Instructions: “I call the commands in English, and you follow them. But there is one condition: if I politely ask you to make a command, for example, “Please run,” then you carry it out, and if I don’t say the word “please,” then you do nothing. Be careful!"
2. Game (to consolidate the structure “I can...”
The presenter counts to five: “One, two, three, four, five!” Then he says: “Stop!” While counting, children perform voluntary movements, and at “Stop!” freeze. After this, the presenter “revites” the players. He approaches each child in turn and asks: “What can you do?” The child “dies away”, answering: “I can run” - depicts the desired action.
3. "Merry Count"
The ball is passed around the circle to the count: one! Two! Three! Four! Five! Good-bye! The one who has the ball in his hand at “Good-bye” is eliminated. The game lasts until only one player remains. Which will be the winner.
4. "Who are you?"
Players guess a profession. The host throws a ball to each player and asks “Are you a cook?” If the player has chosen this profession, he answers: “Yes”, if not, then “No”.
5. "Corridor"
Ask the children to break into pairs, hold hands, stand pair by pair and raise their joined hands high above their heads, forming a “corridor.”
The presenter must walk along the “corridor” and choose one of the players in any pair, ask him who he is (Who are you?) and what is his name (What is your name?).
The child must answer: “I am a girl/a boy.” My name is…..). Then the driver says: “Come here!” (“Come here!”) - and takes the player’s hand. The kid answers: “With pleasure!” (“With pleasure!”). After this, a new couple passes along the “corridor” and stands after the rest of the players. The new leader becomes the one who was left without a partner.
6. “Little ring”
The presenter hides the coin between his palms. Children stand in a semicircle, placing their palms together. The presenter approaches each player and says, pushing his palms apart with his palms: “Please!” The player must answer: “Thank you!” Having walked around everyone and quietly given a coin to one of the children, the leader asks: “Little ring!” Come here! The game continues: now the driver will be the one who ran out of the semicircle with a coin in his hands.
7. "Broken phone"
Children sit in a semicircle. To the one sitting on the edge, the presenter speaks an English word (according to the topic covered or studied). The word is passed into the ear of a friend. If the last player said the word that the host wished for, it means “the phone is not damaged.”
8. “Read my lips”
The presenter pronounces English words without a voice. Players must recognize the word by the movement of the leader's lips.
9. “Edible-inedible”
The presenter says the word in English and throws the ball to the child. The kid must catch the ball if the word means an edible object. If the word denotes an inedible object, there is no need to catch the ball.
10. “Who’s in the bag?”
The presenter puts the toys in a bag. Then he brings it to each player. The child puts his hand into the bag and guesses by touch what kind of object it is. He says: “It is a...” Then he takes it out of the bag, and everyone looks to see if he named it correctly.
11. “What’s missing?” (“What’s the missing?”)
The presenter arranges the toys. Asks children to name them and remember them, and at the command “Close your eyes!” close eyes. Then he removes one of the toys and at the command “Open your eyes!” asks children to open their eyes and guess which toy is missing.
12. "Blind Man's Bluff."
Children stand in a circle. The presenter is blindfolded. One of the players leaves or hides. The presenter is untied and asked: “Look at us and say who has run away?” . The presenter answers: “Sveta.”
13. Role-playing game “In the shop”
Children are divided into the roles of seller and buyer. The seller lays out products and greets customers.
- What would you like?
-I’d like……
-Here you are.
-Thank you.
-My pleasure.
14. “Traffic lights”
The leader and the children stand opposite each other at some distance. The presenter names the color in English.
Children must find the color indicated by the presenter on their clothes, demonstrate this color and go to the presenter’s side.
Anyone who doesn't have the right color must count one, two, three! Run to the opposite side. If the leader catches one of the children, then the one caught becomes the leader.
15. "Echo"
Turning to the side, the teacher pronounces the words covered in a clear whisper. Children, like an echo, repeat every word after the teacher.
16. "English-Russian"
If the teacher says an English word, the children clap.
If it's Russian, they don't clap. (It is advisable to play the game at the initial stage of learning English).
17. Game “Make an animal” (“Turn into an animal”)
At the teacher’s signal, all children scatter around the classroom. On the signal: “Make an animal!” (clap your hands) all players stop at the place where the team found them and take some kind of animal pose.
The teacher, approaching the children, asks: “Who are you?” The child answers: “I’m a cat.”
18. Game to consolidate structures: “It is cold (warm, hot).” (Cold, warm, hot)
The presenter is asked to turn away or go out the door for a while. At this time, players hide an object in the room, having previously shown it to the presenter. When the item is hidden, the leader enters (turns) and begins to look for it. The players tell the host in English whether he is far or close to the hidden object. In this case, the expressions “it’s cold (warm, hot)” are used.
19. Game “Guess whose voice” (reinforcing the pronouns he/she)
The presenter turns his back to the players. One of the players pronounces a phrase in English (the phrase is selected in relation to the topic covered), and the presenter guesses who said it: “She is Sveta. He is Misha)
20. Game "Hide and Seek"
Children close their eyes. The presenter hides the toy behind his back. Children open their eyes and ask the presenter questions, trying to guess who he hid: “Is it a bear/a frog/a mouse?” And the leader answers: “Yes/No.” The one who guessed right goes to lead next.
21. “Stand up those who...”
The teacher says the phrase: “Stand up, who.....(has a sister/brother, is 5/6/7, likes ice cream/ fish, can/can't swim/fly." Students get up from their chairs depending on the command .
22.Guess: who is he (she)?
A driver is selected from among the children. The players name signs of clothing that can be used to guess the hidden child. She has a gray sweater. The driver asks: Is it Sveta?
23. "What is missing"
Cards with words are laid out on the carpet, and the children name them. The teacher gives the command: “Close your eyes!” and removes 1-2 cards. Then he gives the command: “Open your eyes!” and asks the question: “What is missing?” Children remember missing words.
24. "Pass the card"
Children sit in a semicircle and pass a card to each other, naming it. The teacher calls the word in advance. To complicate the task, children can say: “I have a...” / “I have a... and a...”.
25. "Forbidden movements"
At the beginning of the game, the driver gives a command that cannot be performed (for example, run) and gives the instruction: “When you hear the command run, you must stop and not move.”
26. "Words road"
Cards are laid out on the carpet one after another, with small intervals. The child walks along the “path”, naming all the words.
27. "Is it true or not?"
The game can be played with a ball. The driver throws the ball to any of the players and names the phrase, asking the question: “Is it true or not?” The player catches the ball and answers: “Yes, it’s true,” or “No, it’s not true.” Then he becomes the driver and throws the ball to the next player.
For example:
Yellow lemon Pink pig
Orange bear Brown monkey
White snow Red crocodile
Purple mouse Green grapes
Gray elephant Purple cucumber
Blue apple Black sun
28. "Confusion"
The driver calls a command and at the same time shows another. Players must follow the command that the driver calls and does not show. Whoever makes a mistake leaves the game.
29. “Tell me something beginning with.....”
The driver says the words: “Tell me something beginning with “s”.” Players must name as many words as possible that begin with the sound "s".
Game No. 1. “Point to the right flashcard.” On the wall (on the carpet, on the board) in English, children take turns pointing to the corresponding picture (you can use a laser or a simple pointer). As an option, all children participate in the game at the same time.
Game No. 2. “Run to the right flashcard.” On the wall (on the carpet, on the board) The teacher posts pictures of the subjects studied in class. The teacher names the subject (color, animal, part of the human body, family member, dishes, piece of furniture, etc.) in English, children run up to the corresponding picture. You can play in teams.
Game No. 3. “Put the card to the right place (in the right hoop)" The teacher invites the children to put pictures in English depicting the subjects studied in the lesson. (flowers, animals, etc.) for various pieces of furniture (table, chair, bedside table), floor, carpet, etc. If it is possible to use multi-colored small hoops, you can ask the kids to put one or another picture, for example, in red (blue, yellow, green) hoop.
Game No. 4. “Swap places”. Children sit in a circle on chairs, each child holds a card with a picture of a subject studied in class. . The teacher names words in English. When the child hears his word, he stands up and exchanges places with another child who has the same picture. Note: There must be at least three identical cards depicting each item.
Game No. 5. “Running game”. Children sit in a circle on chairs, each child holds a card with a picture of a subject studied in class. (color, animal, human body part, family member, dishes, piece of furniture, etc.). The teacher names words in English. When the child hears his word, he gets up, runs around the circle outside and sits down in his place.
Game No. 6. “Green, green, yellow.” Children sit in a circle on chairs, one child walks around the outer circle and repeats the same name of the object (color, animal, etc.) in English, touching your head each time (or shoulder) each sitting child. At some point, the leading child pronounces the name of another object. The child, whom the driver touched at this moment, gets up and tries to catch the driver, running around the circle. If he fails, he himself becomes the driver.
Game No. 7. “Heads down, thumbs up.” Children are sitting at tables. Three children are drivers. They (or teacher) they say: “Heads down, thumbs up, close your eyes!” ” After this, the children lower their heads, placing their hands on their heads and raising the thumb of each hand, and close their eyes. Each of the three drivers approaches one of the sitting children and bends his thumbs. After this, the children say: “Heads up, open your eyes!” “The children open their eyes and those of them who were touched by the drivers guess who exactly touched them (for example, “Vika touched me.”) If the child guessed correctly, he exchanges places with the child who touched him.
Game No. 8. “What’s my number?” ” The teacher calls two children and puts stickers with numbers on their backs. (within the studied figures). Children take turns calling numbers, trying to guess their number. The child who guesses his number first wins.
TEACHER'S ADVICE
At what age is it better to start learning a foreign language?
All children are different and, probably, it is impossible to answer this question unambiguously. Scientists have proven that children who begin to learn a second language at an early age have a higher IQ than their peers. They continue to find it easy to learn foreign languages and sign systems, such as programming languages.
But there is no consensus on this matter. Some people believe that it is necessary to start learning a second language after the child can already speak his native language, when he has formed ideas on which to rely when learning a foreign language. The experience of bilingual families shows that speaking two languages does not hinder the child’s development, but, on the contrary, gives him a huge advantage over those who speak only one language. Learning a foreign language as an adult is much harder than as a child. It's all about the peculiarities of children's perception, when the structure of the native language has not yet been established, and any other language is perceived as naturally as native.
So it’s up to you, dear parents! And the criterion that will help you make a decision may be your child’s desire to attend these classes; after 5-6 classes you will see this for yourself.
My child has not yet learned to speak Russian, does not pronounce many sounds, is there any point in him starting to learn English?
In classes in younger groups, a lot of attention is paid to the development of articulation (speech) apparatus. The more different sounds a child hears and tries to pronounce, the better he develops. Parents of children in the younger group notice that children often begin to speak some words in English earlier than in Russian. And it’s not surprising - after all, the words that are closest to children are often much easier to pronounce in English than in Russian. (Compare: dog - dog, cat - cat (kat), chick - chick (chick), chicken -hen (han), doll (dol), car -car (ka). The main thing is that the child enjoys going to classes.
Why start learning a language in Kindergarten when children at school start learning a language from the very beginning?
Nowadays, many children now learn a language in kindergarten, so schools are increasingly dividing students into groups based on their level from the very beginning. It would be good to send your child to a continuing group, but if there is no such group, you can simply continue English classes for children regardless of school, in addition to it.
In each new year of education for children, a new layer of language is added, which is superimposed on the previous one. Children repeat the material they have covered many times and understand how to use what they have learned earlier in speech. What children learn at an early age, they then remember throughout their lives, but what they learn at school they forget instantly. (This means when the child has a long break in education)
What is better: individual lessons or group lessons and how many people should there be in a group?
For kids, it is probably better to study in small groups, because... You need to play more with the kids and the kids look at each other and do what other children do. The younger the children, the more active and round dance games are used in teaching, but you cannot play such games with one child. Older preschoolers love competitions and the same outdoor games, board and printed games, dramatizations, role-playing games, etc. Children learn a foreign language better through play (adults too, by the way). Therefore, small group classes are more effective than individual classes. In older preschool and school age, when the child learns to read and write, the role of individual lessons increases.
Groups should preferably have from 4 to 12 people and, of course, there should be an individual approach to each child.
Do I need to do extra training at home?
Our English language teaching program is designed for learning the material in class, without homework.
You probably shouldn’t teach your child yourself if you don’t have special education in the field of pedagogy and a foreign language: after all, you won’t teach your child music or dance if you don’t know how to dance or don’t know the notes. Talking to your child in English also makes sense when you yourself are fluent in the language: it is better not to force unnecessary mistakes and incorrect pronunciation on him.
If you want to do extra studying at home and your child also wants to, you can use audio and video materials with native speakers, there are many computer educational games, but you need to take into account that it is harmful for a child to spend a lot of time at the computer and watching TV
"Eat - Don't eat"
"Edible - inedible." The driver throws the ball to one of the players, and if the driver names something edible, the ball must be caught; if it is inedible, then not."Snowball"
The game is played with cards. P1 names the first card, P2 - the first and second, P3 - the first, second and third.For example: P1: Rabbit; P2: rabbit-rose; P3: rabbit-rose-road.
"What is missing"
Cards with words are laid out on the carpet, and the children name them. The teacher gives the command:"Close your eyes!" and removes 1-2 cards. Then gives the command: "Open your eyes!" and asks the question:"What is missing?"
Children sit in a semicircle and pass a card to each other, naming it. The teacher calls the word in advance. To complicate the task, children can say: “I have a...” / “I have a... and a...”."What words do you know?"
The teacher names the sound/letter and shows the children how many words they must remember. Then the teacher asks a question: "What words for this sound/ letter do you know?", and children remember and name words starting with a given sound/letter.(The game can be played by teams).
"Blocks"
The game is played with dice. On each side of the cube there is a word for a specific sound. Children roll the dice and name the words that come up.(You can play in teams using two/three dice.)
"Words road"
Cards are laid out on the carpet one after another, with small intervals. The child walks along the “path”, naming all the words."Story"
All words with a specific sound are used. They make up a story. When a word with a sound appears in a story, it is shown to the children on a card, and they call it a chorus.For example: Once upon a time (Rabbit). And he had a wonderful(rope) (Rabbit). Our And he had a wonderful I just loved jumping through my along the long(road) along the long. And along grew up unusually beautiful (roses). (Rabbit) Every morning, if not And along(rain)
* * *
, our collected beautiful and took it to my friends! Etc. Children sit in a circle and a card with the word (clothes/food) is placed in front of each of them. One of the children becomes the driver and goes in a circle to the count of “one, two, three”. At the last count, the driver stops and asks a question to the player who is closest to him:"What are you wearing?"/ "What do you like?"The player names his card:
"I am wearing my…."/"I like…." And he himself becomes a driver."Let's change!" Children sit in a circle and a card with the word (clothes/food) is placed in front of each of them. The teacher asks the children to name their cards:"What are you wearing?"and children in a circle - take turns answering the question. Then the teacher calls the players in pairs and invites them to change places:
"Lena and Dima, change your places! Sergey and Sveta, change your places!"* * *
The cards are laid out on the carpet, back side up. Children pick up a card and say a word."Color letters"
Sounds/letters are drawn on the sheet in different colors. The teacher gives the command: “Find yellow”, the child stands on the letter of the indicated color and names it.(To make it more difficult, in addition to the letter, the child can name words that begin with it).
"Opposites"
The teacher names a word, and the children answer with the opposite meaning.(You can play in teams: one team names a word, and the other selects the opposite meaning).
For example:
| Big-small | Thick/fat – thin |
| Brave – cowardly | Clean – dirty |
| Strong – weak | Wet-dry |
| Fast – slow | Hard-soft |
| Beautiful - ugly | High – low |
| Long – short | Low – loud |
| Young-old | Furry – bald | New-old | Happy – sad |
| Smooth – rough | Hungry – full |
| Good – bad |
* * *
The driver names the letter and throws the ball to the player. He must name any word starting with this letter.An option is possible when the ball is passed in a circle from hand to hand and each player becomes the driver.
* * *
The teacher pronounces the sound and then names the words. If the word contains a given sound, the children clap their hands; if they do not hear it, they do not.To complicate the task, words are called for a given sound, in which the sound is either at the beginning, or in the middle, or at the end of the word.
For example: "T"
"T iger" - children clap their hands.
"An t elope" - children stomp their feet.
"Ca t"- the children click their tongues.
"Is it true or not?"
The game can be played with a ball. The driver throws the ball to any of the players and names the phrase, asking the question: "Is it true or not?" The player catches the ball and answers: "Yes, it's true", or "No, it's not true". Then he becomes the driver and throws the ball to the next player.For example:
| Yellow lemon | pink pig |
| Orange bear | Brown monkey |
| White snow | Red crocodile |
| purple mouse | Green grapes |
| Gray elephant | Purple cucumber |
| blue apple | Black sun |
"What doesn't belong?"
The game is played with cards. The teacher places cards (3-4) with words on the board/floor in groups. Children take turns naming a card that does not fit into one group or another, and the teacher removes it. Then each of the groups is called one general word.(To complicate the task, the game can be played without cards - orally.)
For example:
Cow – horse – window – pig
What doesn't belong?
The window doesn’t belong!
Cow – horse – pig are domestic animals.
"It will be a..."
The game can be played with or without cards. In the first case, the teacher places a card on the board and the children select the corresponding pair.For example:
| Egg – chicken | Break-house |
| Boy-man | Fabric – dress |
| Girl-woman | Night-day |
| Seed – flower | Inchworm – butterfly |
| Flower - bread | Puppy - dog |
| Snow – snowman | Kitten – cat |
| Paper – book | Berries – jam |
"Do you see?"
The game is played on the board or on the floor. The driver (or teacher) places an image of an object on the board (for example, on the topic “furniture” - a table) and asks the question: "Do you see a table?" The rest of the children answer, looking at the board: "Yes, I do. (I see a table)". The driver asks the following question without placing the image of the object on the board:"Do you see a chair?" The children answer in unison again: "No, I don’t. (I don’t see a chair)". The driver places an image of a chair next to the existing image of the table and asks questions:
"Do you see a table?" Children answer: "Yes, I do. (I see a table)."
"Do you see a chair?" Children answer: "Yes, I do. (I see a chair)." Next, the driver again, without placing the image of the object on the board, asks the question: "Do you see a sofa?" Children answer looking at the board: "No, I don’t. (I don’t see a sofa)".
According to this scheme, the game continues until images of 5-6 objects appear on the board. Then you can start it again by choosing a new driver. The game can be played on any lexical topic.
"It smells like..."
The game is played by teams. It is necessary to fill plastic film boxes with the following scents (you can put a cotton swab soaked in the scent into the box):Team members try to guess the smell one by one. The team that names the most smells wins.
"Board race"
Place the cards in a row on the board. Divide the children into two teams.The driver names one of the cards attached to the board. The first two children from each team run up to the board and touch the card. If the card is shown correctly, the team gets a point.
Etc."What can you see?"
Prepare a card with a small hole in the middle. Cover the picture with the word with this card and, moving the hole over the picture, give the children the opportunity to answer the question: “What is it?”"Chinese whispers"
Choose one of the children to drive. The driver is shown one of the cards that he must remember. Place the cards on the board.The rest of the children ask the driver a question: “Is it a...?” To which the driver replies: “No, it’s not a...” - if the card is not guessed and “Yes, it’s a...” - if the card is guessed correctly!
"Crouching game"Place the children in two or three lines (depending on the number of children, there may be four or five lines). Each team is given a specific card/word. The teacher pronounces words in a chaotic order, and if this is the word of one of the teams, this team must sit down.
When the words do not belong to any of the teams, they remain standing.
"Repeat if true" Place 5-6 cards on the board. Pointing to one of the cards, the teacher names it and describes it in 2-3 sentences. If the teacher says everything correctly, the children repeat, if not, they are silent (correctly, they raise their hands up / clap their hands / say: “Yes” Etc.).. We have already become acquainted with calm variants of “games”. Now
it's time for outdoor games for children in English
In order to learn English, you can try a variety of ways to master the material. While adults can boast of perseverance, it is difficult for children to sit and look at a book for a long time. Teaching your child to speak English will become easier if you try a slightly unconventional approach. We will start from the fact that play is movement, and movement is life. You can, and sometimes need to, learn English during outdoor games. Here are a few scenarios for you and your children.
1) “Path” - “Road”
At home or outdoors, arrange pictures/objects in a straight line or in a semicircle. They should resemble a path (straight or winding). Children take turns walking along the objects and describing what they see. You can use phrases: “I can see ....”, “I have a ...,” “I like a ....”. 2) “Colors” - “Colors”
Take a white sheet. Draw letters, sounds, and numbers on it with colored paints. Next, you name the letter, sound, number, and the child finds and stands on it. Also, you can complicate the game and call words that start with this letter with a sound. Thus,
games for children in English become more interesting and fun.
3) “Ball” - “Ball”
The game can be played orally or with a ball. You say a phrase, throw the ball, and ask: “Is it true of false?” He catches the ball and answers “Yes, it is true,” or catches it and throws it back to you with the words “No, it is not true.” It is false." For example, let's take a few phrases:
Blue sky - true, green mouse - false.
White snow - true, gray sun - false.
Green grass - true, black apple - false.
5) “Racing” - “Race”
Stick pictures on the board or on the wall. Children can be divided into two teams. You name one picture. From each team, one player runs up to the board/wall and finds this item. Whoever has the most correct answers wins.
6) “Damaged phone”
It is better to divide the children into two teams. The first of each team approaches you, and you give everyone a task, but only so that no one hears. Then they each return to their team and whisper the task to each other. The last person to hear the task must complete it. For example: you asked “Put the dog on the chair”, the last one to hear must put the dog on the chair. If the players whispered the task correctly and the last player completed it, the team gets a point. Those who score more points win.
7) “Squats”
We divide the children into teams, lining them up in several rows. Each team is given a card with a specific picture. You begin to pronounce different words, and if one of the commands comes across among them, the whole team must sit down. If the given word is not spoken, they remain standing. The more correct answers bring victory to the team.
8) "Offer"
We form two teams. We lay out cards with ready-made words on separate tables. The first participants from each team go to their table and choose only one word. The next participant comes up and selects the second word. Third - third, etc. Words must form a sentence. Whoever comes up with the correct proposal wins.
So, we looked at mobile games for children in English that help to amuse and, most importantly, interest your child. You can do them yourself or get help. Don't be afraid to experiment!
Of course, you may well ask a reasonable question: what other games are there in an English lesson? You need to remain serious at school, because education is not just anything, but a serious matter in the life of any person. And, naturally, you will be right, but if you think about it, is it really easy to convince a child of this? Is every parent (and, especially, a teacher) able to explain to a student how important this is? That's right - no.
Doesn't anyone talk about how childhood ends too early, that children are given too many responsibilities when they want to have fun? No, conversations about this are ongoing, and not without reason! But, of course, this does not mean at all that there is no need to learn, especially when developing cognitive abilities are so conducive to this. But the big question is how to do this so as not to frighten him with the seriousness of the responsibilities assigned to him?
The beauty of outdoor games for children in English is that they are not played for the sake of splashing out energy - like, for example, tag. In fact, their main goal is to teach, without involving the child in the not-so-pleasant and necessary (in the student’s opinion) memorization of phrases, for example. Knowledge still remains, because the brain does not stop working and remembers everything, especially when repeated. How it works - let's look at examples.
Games for memorizing common phrases
Of course, to learn English at the proper level, memorized phrases are not enough - and no one will argue with that. But it is very difficult for a child to remember a massive grammatical block and comprehend the difficult rules of composing sentences - why, some adults even have problems with Present Simple, let alone children?
But this does not mean at all that this should not be done. A child should speak it from the very beginning of learning a language - at least in order to get used to the sound of his speech in a foreign language (possible foreignness of speech is a common reason that people cannot speak quickly), and for this, dialogues must be maintained - like with classmates and with the teacher. Active games in English for children such as, say, “What time is it, Mister Wolf? ", they help perfectly with this.
Games for instant translation
Everyone is familiar with the game “Edible - Inedible”. Of course, in the native language, the goal pursued is clear: to let the child understand what he can and cannot eat - this is good for his health. But what about games for learning English? , then the pursued goal is somewhat different: to make the child remember how this or that word is translated, and quickly, while the ball is flying, make a decision whether to catch it or not. If he doesn’t remember, his classmates are guaranteed to laugh, and not a single child can stand that. As a result, the skill of rapid translation, which is so necessary for spontaneous speech, is trained, and vocabulary is consolidated. You can, of course, use any variations of the game, focusing on different lexical blocks - and you can be sure that the child will definitely learn the words, knowing that he will have to be a participant in such a game again. Again, no one wants to become a laughing stock!
Or, for example, a game to memorize numerals - a very important aspect in any language. Competitiveness, the desire not only to be the first, but also to do it in general, help the child to quickly remember the required numeral and stand in his place. Fortunately, with proper organization, no confusion arises, and therefore the game can be fun, carefree - and useful.
In a word, outdoor games in English for schoolchildren are not at all as meaningless as they might seem at first glance. Remember that any immersion in the language environment, even such a small one, always helps to learn the language and greatly simplifies the learning process, without in any way affecting its quality.
In this section you will find various active games for learning English with children.
With a little effort and imagination, you can turn language learning into a fun and exciting activity. Children will love English and will study with pleasure.