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teaching

FOOD Workbook
Much or Many
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Food and Drinks

Presentation
1. Match the pictures with the words in box and then classify the words:

a lot of
Affirmative
Negative
Interrogative
 elena.pro.teaching

1. Complete the sentences with much or many :

Example: There isn’t much co�ee in the cup.

1. There isn’t ________ co�ee in the cup.
2. They haven’t got money.
3. There are ______ oranges in the Algarve.
4. Have you got ____ friends? Not ________.
5. We didn’t buy ______vegetables yesterday.
6. We haven’t got ______ in the fridge.

2. Complete the questions with much or many :

1. How ……… butter have we got?
2. How ……… meat is there in the fridge?
3. How ……….. salt is on the table?
4. How …………… sweets are in the bag?
5. How …………… sandwiches have you got?

3. Complete the sentences with much or many :

1. Is there ________ tea in the cup? No, not ________

2. Are there ________eggs in the fridge? Yes, there are ________ eggs.
3. Is there ________ milk in the bottle? Yes, there is ________ milk.
4. Are there ________ lemons in the box? No, not ________
5. There are _________ apples on the table.
6. There _________ many sandwiches in the fridge.
7. Is there ______ co�ee in the cup?
8. There is ______ jam on the plate.
9. There are ______ bananas in the bag.
10. Is there _______ bread on the table?
11. There is _______ salad on the plate.
12. Are there _______ cups on the shelf?
13. There are _______sandwiches in the bag.
 Memory Game
Step 1
Print each page of cards on a separate sheet of cardstock (65 lb or
more) and cut on dotted lines.

Step 2
The game can be played by one person alone or by 6 or more people.

1. Allow players to see all the cards and determine which are “pairs”
or “matches”, e.g., the word “fork” on one card and the picture of a
fork on another.
2. Turn the cards blank side up and mix them up. Place them blank
side up in rows and columns. This would be, for example, 4 columns
of 3 rows if the set of cards being used contained 12 cards.

3. Player 1 selects one card and turns it face up in its place. If it is a

written word/phrase/sentence, Player 1 reads it out loud. If it is a
picture, Player 1 says the word, phrase, etc. out loud. If Player 1 has
trouble, other players may assist.
4. Player 1 then turns over a second card and also reads/describes it
out loud. If the two cards match (see #1 above), Player 1 keeps the
pair. If they don’t match, Player 1 turns the cards back over face
down in their respective places.
5. Player 2 then takes a turn, repeating the process of turning over
two cards and saying what each is out loud.
6. When all the cards have been matched, the player with the most
pairs wins.

Variation: If the two cards turned over match, the player not only
keeps the pair, but also takes another turn.

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 Food Flashcards
Use this flashcards for presentation of much/many and countable/uncountable nouns.

cheese onion apple

strawberry chicken pizza

doughnut meat banana

 Food Flashcards
Use this flashcards for presentation of much/many and countable/uncountable nouns.

milk tomato bread

potato lemon rice

co�ee fish lettuce

 elena.pro.teaching
Activity Type
Grammar and Speaking
Game: asking and
answering questions from
prompts, freer practice
(group work)
Focus
Quantifiers: much, many,
not much, not many, a
little, a lot (of), not a lot
(of), a few
Aim
To play a board game where
you ask conversation
questions
with How much...? or How
many...? and reply using
quantifiers.
Preparation
Make one copy of the game
board for each group of three or
four. Enlarge the game board
to A3 if possible. Also, provide a
dice and counters for each
group.
Level
Pre-intermediate (A2)
Time
30 minutes
Board game
How much How many
Teacher's Notes
Introduction
In this quantifiers board game, students ask conversation
questions with How much...? or How many...? and reply using
quantifiers.
Procedure
Divide the students into groups of three or four.
Give each group a copy of the game board, a dice and counters.
The players place their counters on the start square.
The players then take it in turns to roll the dice and move their
counter along the board.
When a player lands on a square, they make a conversation
question with How much...? or How many...?, depending on
whether the noun is countable or uncountable.
For example, if a player lands on the word 'co�ee', the player
might ask 'How much co�ee did you drink yesterday?'
If the other group members agree the question is grammatically
correct and appropriate, the player stays on the square.
The other group members then take it in turns to answer the
question using quantifiers, e.g. 'I drank a lot of co�ee yesterday'.
When everyone has answered the question, it's the next player's
turn.
If the question is grammatically incorrect or doesn't make sense,
the player goes back two squares and play passes to the next
student.
If a player lands on a square that another student has previously
landed on, they must make a new question, e.g. 'How much co�ee should
we drink per day?'
The first player to reach the finish wins the game.
How much or How many
 My Fridge
Show this picture of a full fridge. Set the activity: :'This is my fridge. What can we see in my
fridge?' ( Elicit answers from the students)
Then give students pictures of empty fridges and ask them to draw and write what there is in
there fridge. ( Demonstrate an example: 'There aren't many lemons.' )
Organise speaking activity. Instructions:' Work in groups of three. Say to your groupmates
what there is in your fridge. Listen to each other and decide who you’d like to go for dinner to
and why'.
My Fridge