A selection of English ESL how many~ do you have printables

How many.... do you have?

Before students start this worksheet they should already know body parts and how many. First, take time to review body parts and how many. Next, handout the worksheet and practice the example with a partner. After that, practice all the questions and make sure they understand the question and correct pronunciation. Lastly, have students ask their partner or classmates the questions and write their answers. *if they don't know the answer, have them write i don't know in the blank or skip the question.

Body parts- How many arms do you have?

A game to reinforce simple present questions. Students have to match the words from the circles to make questions. 

How many questions can you do?

Practice task:
Ss' fill in the gaps with the vocabulary above to complete the sentences with 'I have'.

Production task:
Then ss' write about their family using 'I have' and interview their classmates after that by asking 'How many (family member) do you have?'

How many (family) do you have?

This worksheet is about students talking about how many things are in their room. The main activity is for students to draw their room and present it to their classmates using the target language.

What do you have in your room? How many?

First, explain stationary items. Next, if students have not yet learned "how many," explain the grammar before handing out the worksheet. Handout the worksheet and have students practice the phonics of stationary items. Give them 10 minutes to fill in the blanks with the number of items they see in each picture and the name of the stationary item. *6 pencils
Finally, have them present their answers and/or ask their partners.

Stationary items- how many colored pencils do you have?

Do the Halloween sums and you will know how many bats, spiders, black cats and pumpkins have come to celebrate Halloween! A funny activity for your young learners!

Halloween Math

This is the family of Mr. Yai and Mrs. Lek. They are from Thailand. Now, look at their family tree below. Do you know how many children do they have?  Answer the following questions and circle your answers.

Family Tree

Much and many are used to describe quantities but apply to different types of nouns. Much is used with uncountable nouns, which refer to things we can’t count individually, like water, time, or information. For example, we say, “How much water do you need?” or “I don’t have much time.” Many, on the other hand, is used with countable nouns, like apples, books, or cars, as in “How many books do you have?” or “There aren’t many chairs in the room.” Both are common in questions and negative sentences, but in affirmative sentences, casual alternatives like a lot of or lots of are often preferred: “There is a lot of traffic today.” Both can also appear in comparisons (much more work, many more opportunities). The distinction is simple: use much for things you cannot count and many for things you can. Understanding the countable vs. uncountable rule makes their usage clear and effective.








Much and Many Practice

Pupils work in pairs. Each should have a different worksheet with one half missing and they must complete the list by asking their partner questions How many/ how much do you have? 

How many/How much information gap speaking activity

This is a very simple worksheet to do repetition on "There is - There are" with the question "How many?". It's suitable for younger age groups. Hope you enjoy it, have a nice lesson!

How many...?


Choose the right option

1. Frank usually (do, doing, does) his work at school. 

2. I (play, plays, am playing) football every day. 

3. My mum always (make, makes, is making) me a birthday cake. 

4. Look! Kate (write, writes, is writing) an email. 

5. How (many, much) sugar do you need? 

6. How (many, much) eggs do you need for the salad? 

7. How (many, much) children are there in your class? 

8. What’s the time, please? It’s half (quarter, past, after) ten. 

9. He (am, are, is) at the cinema. 

10. We haven’t got (any, some) rice at home. 

11. Is there (some/any) juice on the table?

12. Give me (some/any) butter please 

13. He has got (a/an, the) cat. (A/an, the) cat is on the sofa. 

Choose the right option.

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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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

63 How many~ do you have English ESL worksheets pdf & doc