A selection of English ESL battleship printables

The following game will help your students practise or revise the usage of "have/has got" structure. Students draw the ships on their boards and then they start ´shooting´ trying to quess where the partner´s ships are. Hope they like it!

Have/has got - Battleship

The battleship game worksheet is to practise and drill the structure of the questions and short answers in Present Simple tense. The students draw in the first grid 1 four-cell ship, 2 three-cell, 3 two-cell and 4 one-cell. The ships can be placed vertically and horizontally, not being connected to each other.  Hope you enjoy it.

Present Simple. The battleship

It is more fun to practice grammar by playing games. Here your students practice the different conditional clauses (1, 2, 3). Students work in pairs. The beginning of a sentence is given and they have to end it in the correct form.

Mixed conditionals (1,2,3) Battleship

To practise days of the week and telling the time + prepositions on, at

Battleship Days and Times

Students draw ships on the upper board as indicated below. Then they make sentences in +, - or ? in any tense. They have to guess the enemies' strategy. Have fun!

Verb tense game - battleship

Give one copy to each ss. First, they cut out the four bears they have at the bottom of the page and they stick them on their grid (horizontally or vertically). Now, all is ready to start playing. In this case, the question worked is: 

Is it + ____(weather) + in _____(season) ? and the corresponding answers. 



Weather and seasons battleship

Likes-battleship game grid

can-battleship game grid

STUDENTS CAN PRACTICE PAST CONTINUOUS (YES/NO QUESTIONS) WHILE PLAYING BATTLESHIP. HELP YOUR STUDENTS UNDERSTAND GRAMMAR STRUCTURE IN PAST CONTINUOUS FOR QUESTIONS AND SHORT ANSWERS. 



IT'S A PAIRWORK ACTIVITY, STUDENTS HAVE TO USE THE INFORMATION GIVE IN THE BOARD GAME. THEY HAVE TO FIND THEIR PARTNER'S SHIPS AND SINK THEM BY MAKING QUESTIONS IN PAST PROGRESSIVE AND ANSWERING YES OR NO.

THE MAIN AIM OF THE GAME IS TO SINK ALL THE SHIPS. THEY HAVE TO DRAW THE SHIPS THERE, (DIFFERENT SIZES). GENERAL INSTRUCTIONS ARE INCLUDED IN THE WORKSHEET, YOU CAN CHECK ON GOOGLE HOW TO PLAY THE GAME. 



IT'S A FUN ACTIVITY EVERYONE WILL ENJOY



PAST CONTINUOUS QUESTIONS BATTLESHIP

The present printable, downloadable handout is best suited for elementary school students at Elementary (A1) level. It is a useful material for revising food and pets vocabulary in English, and is excellent for working on your pupils' Listening and Speaking skills. It centers around the topic and words of Ability.

battleship food and pets

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

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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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>

Get here and you are ready to study in English at university

121 Battleship English ESL worksheets pdf & doc