A selection of English ESL battleship game printables

It is a game to practise WAS and WERE interrogative form.

Battleship

Yet another battleship-type game, Disney princesses edition. 

"Ships" included -- a shoe (takes one slot), a crown (takes two slots), and a pony (takes three slots). 

Modal Can Battleship Disney Princesses

This game is perfect to practice any grammar tense. You can edit this document to change the vocabulary or verbs. 



It's a speaking game to play in pairs for a speaking interaction lesson. 



First, establish how many ships they are going to draw. It could be: 1 ship of 2 squares, 1 of 3 squares, 1 of 4 squares and 1 of 5 squares. 



You can play making questions "Are they happy" or affirmative sentences "They are happy". 

Battleship verb to be

This is a very simple Battleship game which can be played in teams (2 vs 2, a groupd of students vs a teacher) or in pairs.

Students practice using common body part names: arm, ear, leg, hand, foot, eyes, nose, thumb. As well as some adjectives:

- antonyms: big/small/huge/tiny, strange/unusual/weird/normal 

- and colours: pink/blue



To make a shot a student should pronounce a phrase, e.g. 'big hand'. If the student hits or kills the opponent's ship, (s)he can shoot once more. If the student misses, his opponent takes turn to shoot.

More fluent students can be challenged by pronouncing whole sentences such as "He has got a big ear". The sentences should be grammaticlly correct, but sometimes they can be funny, e.g. "He has got a blue nose". 



Enjoy! :) 



P.S. Go through the pictures and the words before starting the game to make sure your students are familiar with all the words. 

Body Parts Battleship Worksheet

The battleship board game allows students to practice questions with Have you ever ... (Yes, I have. No, I haven't).



First, each student puts their ships in the left grid. They shoot by saying the question with an appropriate row and column. The lef grid is used for marking missed shots (dots) and successful ones (crosses). If the ship is completely destroyed they say SUNK.



If sb doesn't understand they use some phrases like “Sorry?”.

Have you ever ...? - board game - (Battleships)

This is the advanced verison. It is a pair work. Everybody draws his ships on the field and needs to find the opponents ships with coordinates. Students can practice the numbers and alphabet with this game. My students enjoyed it a lot.

Battleships (advanced version)

The battleship board game allows students to practice questions with Did you ...? (Yes, I did. No, I didn't). 



First, each student puts their ships in the left grid. They shoot by saying the question with an appropriate row and column. The lef grid is used for marking missed shots (dots) and successful ones (crosses). If the ship is completely destroyed they say SUNK.



If sb doesn't understand they use some phrases like “Sorry?”.



Battleships - Did you ...? - past simple

The Present Simple Tense_Questions with Do/Does.
Students need to make up yes/no questions using the subjects and verbs in the task.
The Grinch wants to steal Christmas and has his own fleet. Santa with the elves has to defend Christmas.

Christmas Battleship_the Grinch versus Santa

A communicative battleships game for A1+ students to practice present simple questions do/does in pairs. Students must draw four ships on their grid without their partner seeing. Then then try to sink as many of their partner's ships as possible by asking the questions. The student who sinks the most ships wins!

Animals Battleships

I used Miska's game and customized it a little.  I added directions and modified it a little, asking "your bag" and adding "You've got my bag"  I also added the possessive s to the names on the left.  Enjoy!

Possessive S Battleship modified

This is an activity where students can practice using possessive adjectives with a partner.  It is similar to the game "battleship".  It was made for Korean students of English and therefore the images are well known Korean celebrities.  Please feel free to change the pictures for your own learning context.

Possessive adjectives (with Korean celebrities)

This is an exciting way to teach/revise prepositions of place.

- Worksheet to revise preposition of place (under, on, next to, in front of, behind, between).

- There is(are) revision (questions, short answers).

Game battleship (prepositions of place + there is(are) revision

Culture, intercultural communication, cross-cultural communication

Adjectives to describe feelings, emotions

Adjectives to describe personality and character

Adjectives: Gradable / Non-gradable adjectives

Articles: Definite or indefinite article (a, an or the)

BE + infinitive structures (e.g. he was to become famous)

Clauses of contrast (e.g.  although, while)

Clauses of purpose (e.g. in order to, so that, so as to)

Clauses of reason (e.g. because, because of, due to, as, since)

Cleft sentences (e.g. It's Joey we're looking for)

Comparison: Comparative adjectives and structures

Comparison: Superlative adjectives and structures

Conditional 2 (second conditional) - would

Conditionals: Conditional phrases (e.g. unless, provided that, as long as)

Conjunctions (aka connectives, e.g. and, but, or, so, then)

Contractions (shortened forms, e.g. don't, aren't, etc.)

Determiners (words that can come before nouns)

Formal and informal English (politeness or colloquial language)

Future perfect continuous (progressive) tense

Future perfect simple and continuous (progressive) tense

Future phrases (e.g. be about to, bound to, likely to, due to, set to + INF)

Homonyms (two words with the same pronunciation - homophones and homographs)

It as preparatory subject (e.g. it's raining, it's nice of you to)

Linking verbs (aka copulas, e.g. I am a student)

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how to accuse somebody of something in English

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how to ask for something, make requests in English

how to blame somebody for something in English

how to defend yourself from criticism in English

how to deny or admit something in English

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how to evaluate people or progress in English

how to express agreement /disagreement in English

how to express approval and disapproval  in English

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how to express likelihood, probability in English

how to express likes and dislikes in English

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how to express shock and disbelief in English

how to express sympathy and condolences in English

how to give permission, authorization in English

how to inform somebody about some news in English

how to interpret what was said in English

how to keep a conversation going in English

how to make guesses about something in English

how to make, accept and refuse offers in English

how to order or make a booking in English

how to persuade, convince people in English

how to praise people and express appreciation in English

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how to refuse and object to something in English

how to remind people of something in English

how to rephrase, paraphrase what was said in English

how to say thank you, express gratitude in English

Nouns: Collective nouns (team, class, family, committee)

Nouns: Proper nouns (names of people, cities, companies)

Oxymorons (phrases with words of contradictory meaning, e.g. living dead)

Participles: Past participle (e.g. HAVING DONE)

Participles: Present participle (e.g. DOING)

Parts of Speech (aka word classes, e.g. nouns, verbs, adjectives, adverbs)

Past perfect continuous (progressive) tense

Phonetics (pronunciation, IPA, phonetic symbols)

Plural nouns: regular plurals with S ending

Prefixes (e.g. A, UN, IM, DIS, MIS, EN, etc. )

Prepositions vs adverbs (e.g. before me, saw him before.)

Prepositions: Double prepositions (e.g. out of)

Prepositions: Participle prepositions (e.g. pending, concerning)

Prepositions: Phrase prepositions (e.g. by means of)

Present perfect continuous (progressive) tense

Present perfect simple or present continuous tense

Present simple tense: S for third person singular verbs

Present simple vs continuous (progressive) tense

Pronouns: EACH OTHER, ONE ANOTHER (reciprocal pronouns)

Pronouns: Possessive pronouns (e.g. my, mine)

Pronouns: Reflexive pronouns (e.g. myself, yourself))

Pronouns: SOMEBODY, ANYBODY, EVERYBODY, NO ONE, NOTHING, etc.

Pronouns: THIS, THAT, THESE, THOSE (demonstratives)

Pronouns: YOU and THEY to talk about people in general

Quantifiers (e.g. some, many, much, any, few, little)

Questions: WH questions (open-ended questions)

Reported speech: reported questions (indirect questions)

There is / there are / there was / there were / there will be, etc.

Verbs: Transitive or intransitive verbs (words that can or cannot stand with objects)

Working with Paragraphs: ordering, titling

Role play, miming, drama activity or improv game

Pictionary (picture dictionary) or picture matching

Writing an opinion essay (persuasive essay)

Learners who are Pre-A1 have just begun learning English and will first learn how to:<ul><li>Say the letters in the alphabet and numbers</li><li>Say hello, talk about names and age</li><li>Name the colors and dates, express likes and dislikes</li></ul>

Absolute beginners who have begun to learn the letters and numbers

Learners taking the A1 Elementary exam should be able to:<ul><li>Introduce themselves and ask and answer questions about personal details such as where he/she lives, things he/she has, people he/she knows.</li><li>Communicate using very basic phrases as long as the other person talks slowly and clearly and is prepared to help.</li><li>Main grammar points to know: common adjectives & adverbs of frequency, going to, how much/how many, imperatives, I'd like, 's – possessive, common prepositions of place and time, present simple & continuous, there is/are</li></ul>

A very basic tourist level, which is enough for buying food and a bus ticket

Learners taking the A2 Pre-intermediate exam should be able to:<ul><li>Understand sentences and frequently used expressions (e.g. very basic personal and family information, shopping, local geography, employment).</li><li>Complete tasks that are routine and exchange information about familiar matters.</li><li>Describe matters of immediate need in simple terms.</li><li>Main grammar points to know: countable/uncountable nouns, adverbs of frequency, future will/going to, much/many, present perfect, past simple, past continuous, common phrasal verbs, common modals: can/should</li></ul>

A tourist who can do basic conversations about the past, present and future

Learners taking the B1 Intermediate exam should be able to:<ul><li>Understand points regarding family, work, school or leisure-related topics.</li><li>Deal with most travel situations in areas where the language is spoken.</li><li>Create simple texts on topics of personal interest.</li><li>Describe experiences, events, dreams, and ambitions, as well as opinions or plans in brief.</li><li>Main grammar points to know: question tags, intensifiers: too/enough, future tenses, past tenses, modals, conditionals, wh-questions in the past</li></ul>

Learners who can deal with both familiar and routine situations, in friendly and work contexts

Learners taking the B2 Upper-intermediate exam should be able to:<ul><li>Understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization.</li><li>Interact with fluency and spontaneity that makes regular interaction with native speakers quite possible without difficulty for either party.</li><li>Produce clear, detailed text on a wide range of subjects and explain an opinion on a topical issue giving the advantages and disadvantages of various options.</li><li>Main grammar points to know: perfect tenses, mixed conditionals, modals in the present, phrasal verbs, reported speech, wish, relative clauses</li></ul>

The level where you can be a tour guide for your foreign friends and talk about a lot of topics, even abstract ones, with ease and fluency

Learners taking the C1 Advanced exam should be able to: Express ideas fluently and spontaneously without much obvious searching for expressions. Use language flexibly and effectively for social, academic and professional purposes. Understand a wide range of demanding, longer texts. Produce clear, well-structured, detailed text on complex subjects, using linking phrases (=words that connect ideas between sentences). Main grammar points to know: inversion, mixed conditionals, modals in the past, all passive forms, phrasal verbs (all patterns), wish/if only for regrets

Learners who can smoothly communicate in every walk of life, read long texts and write well

Learners taking the C2 Proficient exam should be able to:<ul><li>Understand almost everything read or heard with ease.</li><li>Summarize information from a variety of sources into a coherent presentation.</li><li>Express themselves using precise meaning in complex scenarios.</li><li>Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations</li></ul>

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92 Battleship game English ESL worksheets pdf & doc