How Many? — Speaking Activity

About This Resource

A partner speaking activity practicing "How many are there? / There are ___." dialogue using counted-object pictures, plus an open, ungraded conversation about numbers in the student's own life.

Overview

Part 1 has students listen to and practice a short model dialogue with their teacher, then repeat it with a partner. Part 2 gives students six counted-object pictures spanning the range up to 20 to point to and quiz each other on, using the target question-and-answer pattern. Part 3 shifts to open, personal talk about numbers the student already knows — family size, pets, birthday candles — intentionally flexible so every student can answer comfortably, with a blank box provided if they'd like to draw something to point to while they talk. No answer key is included, since Part 3 has no single correct answer.

Resource Details

Subject: ESL
Topic: Numbers — Speaking Activity
Category: Speaking
File Type: PDF
File Size: 78.7 KB
Published: 02 Sep 2026
Downloads: 0

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Grade 1 35-45 Minutes Speaking

Learning Objectives

Students will be able to ask and answer "How many are there? / There are ___." in a partner conversation, and talk briefly about a number from their own life using a full sentence.

How to Use This Resource

Model Part 1's dialogue aloud, then have students practice it in pairs.
For Part 2, have partners take turns pointing to a picture and asking "How many are there?"
For Part 3, let students talk about numbers from their own life and draw something to point to if they'd like.
Circulate and listen in, offering gentle correction on pronunciation and sentence structure.

Classroom Activity Ideas

Turn Part 2 into a "counting scavenger hunt": partners must find and count a real group of objects in the classroom before moving to the next picture, rather than only counting the printed pictures.

Differentiation

Support: allow students to answer Part 3 with just a number ("Three.") before building up to a full sentence, and let partners work from the picture cards instead of memory.

Extension: have students add a second sentence to Part 3 explaining more about what they counted.

Teacher Tips

Model both roles (A and B) yourself with a confident volunteer before releasing students to pairs — hearing the full exchange spoken naturally, at a normal pace, makes the pattern far easier to imitate than reading it silently first.