Can, Could& Be Able To
Ability past & present
CEFR Pathway · You are here
Get talking · Section 1
5 minWarm up
Tell your partner about a skill people don't know you have.
What could you do as a child that you can't do now?
In pairs, list 3 things you'd like to be able to do in 5 years.
Grammar focus · Section 2
8–10 minCan / could / be able to for ability
Read the examples. What is the pattern? Say the rule in your own words first.
→ I can speak two languages.
→ When I was young, I could climb trees easily.
→ She was able to fix the car herself yesterday.
→ I'll be able to drive once I pass my test.
Reveal the rule
CAN shows present ability ('I can swim').
More detail
COULD shows general past ability ('I could run fast as a child'). For a specific achievement in the past — one particular success, not a general skill — use WAS/WERE ABLE TO or MANAGED TO, not 'could' ('I was able to finish the marathon last year', not 'I could finish it'). BE ABLE TO also works in all tenses where 'can' can't go, like the future and perfect ('I'll be able to help tomorrow').
| Form | Use | Example |
|---|---|---|
| can | present general ability | I can cook well. |
| could | past general ability | I could read at age 4. |
| was/were able to | specific past success | I was able to pass the test. |
| will be able to | future ability | I'll be able to swim by summer. |
Common mistake
Don't use 'could' for one specific past success: say 'I was able to finish it', not 'I could finish it'.
Memory tip
COULD = general skill over time. WAS ABLE TO = one particular moment of success.
Question 1.I ____ swim by the age of five.
Question 2.Despite the storm, the pilot ____ land the plane safely.
Question 3.____ you speak French?
Question 4.After the course, I'll ____ use the new software.
Question 5.As a child, she ____ solve puzzles quickly.
Question 6.He finally ____ get the printer working this morning.
Vocabulary · Section 3
5–7 minWords & phrases to own
Don't just read these — say one out loud, then use it about your life.
talented
naturally skilled
"She's a talented painter."
Are you talented at anything?
to master
to become fully skilled at
"He mastered the guitar in two years."
What would you like to master?
to pick up (a skill)
to learn casually
"I picked up Spanish while travelling."
Name a skill you picked up informally.
hands-on
practical, learning by doing
"It's a hands-on job."
Do you prefer hands-on or theoretical learning?
a knack for
a natural ability for something
"She has a knack for languages."
What do you have a knack for?
self-taught
learned alone, without a teacher
"He's a self-taught musician."
Have you ever been self-taught at something?
Discuss with a partner
- →Are you self-taught at anything, or did you have lessons?
- →What skill would you like to master in the next year?
Finish the sentence about you
- I have a knack for… …
- I picked up ____ when I… …
- I'd love to master… …
Pronunciation · Section 4
3–4 minCan vs can't — the stressed vowel that changes everything
- • I can dance. → /aɪ kən dɑːns/
- • I can't dance. → /aɪ kɑːnt dɑːns/
- • She can cook. → /ʃi kən kʊk/
- • She can't cook. → /ʃi kɑːnt kʊk/
How to say it
In positive sentences, 'can' is weak and quick: /kən/ ('I can swim' /aɪ kən swɪm/). In negatives, 'can't' is stressed with a clear vowel: /kɑːnt/ ('I can't swim'). Listeners rely on this stress difference more than the final 't', which can be hard to hear.
Reading · Section 5
8–10 minThe self-taught chess champion
At the age of seven, Marcus could barely read, but he could beat every adult in his family at chess. Nobody taught him — he was completely self-taught, picking up strategies from books he found in his grandfather's attic. By twelve, he was able to win his first regional tournament, beating players twice his age. His teachers say he has a knack for pattern recognition that can't easily be taught. These days, Marcus can analyse a chessboard in seconds, something that took him years of hands-on practice to master. When asked about the future, he said, 'In a few years, I hope I'll be able to compete internationally.' His story shows that natural talent, combined with relentless practice, can take you further than anyone expects.
Read once for the overall message. Decide true or false first, then answer from memory — check the text only to find the sentence that proves you right.
Q1.Marcus had a private chess teacher.
Q2.Marcus won a regional tournament at twelve.
Q3.Marcus wants to stop playing chess.
Answer from memory first. Type what you think, and only open the choices if you need them.
Question 1.How did Marcus learn chess?
Question 2.What did Marcus achieve at twelve?
Question 3.What does Marcus hope for the future?
Listening · Section 6
8–10 minTalking about talents
Listening audio
Tap play to listen. Replay as many times as you need.
Show transcript
Ana:Can you play any instruments?
Ben:I can play the piano a bit. When I was younger I could play much better.
Ana:Really? What happened?
Ben:I just stopped practising. But last year I was able to perform at a friend's wedding, so it's still in there somewhere.
Ana:That's impressive! I've never been able to play any instrument.
Ben:You could learn now — it's never too late.
Ana:Maybe. I'll be able to try once work calms down.
First listening: catch the language, not the details. Tick what you hear, then listen again for the answers.
Question 1.What instrument does Ben play?
Question 2.What did Ben do last year?
Question 3.What does Ana say about instruments?
Exam skills · Section 7
5 minCambridge PET — Speaking Part 2 (talking about abilities)
Task
Describe a skill you have and how you learned it.
Strategy
Move through time clearly: what you could do as a child, a specific moment you were able to achieve something, what you can do now, and what you'll be able to do in future. This structure naturally uses all three forms and impresses examiners with range.
Example
'As a child, I could barely swim, but after lessons I was able to complete my first 1km swim at age ten. Now I can swim confidently, and I hope I'll be able to try open-water swimming next summer.'
Practice · Section 8
8–10 minFill in the blank
Q1.Describe a present ability using 'can':
Q2.Describe a childhood ability using 'could':
Q3.Describe a specific past achievement using 'was able to':
Question 1.My grandmother ____ speak four languages fluently.
Question 2.As a teenager, I ____ stay up all night with no problem.
Question 3.After months of practice, she ____ finally do a handstand.
Question 4.Once I finish the course, I ____ apply for the job.
Question 5.____ you drive a manual car?
Writing · Section 9
5 minPut it in writing
Plan first: three bullet points, then study the model and notice how it links ideas. Write only after that.
Your task
Write a 100-word paragraph about a skill you have developed over your life. Use can, could and be able to (past and future).
Plan (3 bullets)
- 1. What is the situation?
- 2. What are your two main points?
- 3. How will you finish it?
Study the model
When I was a child, I could barely draw a straight line, but I always loved art. Over the years, with lots of practice, I was able to improve steadily, and last year I was able to sell my first painting at a local exhibition. Now I can paint portraits fairly confidently, though I'm still learning. I'll be able to try more advanced techniques once I finish my current course. My dream is that one day I'll be able to have my own small exhibition. It shows that with patience, anyone can pick up a new skill.
Speaking · Section 10
10–15 minMake it a real conversation
SKILLS INTERVIEW · Pairs. One student interviews the other about their abilities — past, present and future — using can/could/be able to. Cover at least 3 different skills (sport, music, languages, cooking, etc). Swap roles.
Useful phrases
- • Can you…?
- • When I was younger, I could…
- • I was able to… last year.
- • I'll be able to… soon.
- • I've never been able to…
Decide & report
Work through the situation and agree on one decision together. Then report your decision in 30 seconds, giving two reasons.
- ACould you always speak English well?
- B_______________
- AWill you be able to join us on Saturday?
- B_______________
Optional · Teacher-led
Teacher Activities
Focus on the could vs was able to distinction — the classic B1 error. ~30 min total
Homework · Section 11
Take-homeTake it home
Write a short 'skills timeline' of your life (childhood, now, future) using can/could/be able to.
Interview a family member about a skill they have and report back using reported ability language.
Watch a 3-minute video about a talented person and note 3 sentences with ability modals.
Recap · Section 12
2–3 minWhat you've learned
- can = present general ability.
- could = past general ability, not one specific success.
- was/were able to = one specific past achievement.
- will be able to = future ability.
- 'Can't' is stressed with a clear vowel; 'can' is weak and quick.
Extra Practice
Grammar · Vocabulary · Speaking · Review
Found this lesson tricky? Practise the language from Lesson 28 again.
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