English Grammar Lab

← A1

Abilities with can and can't

You will be able to Talk about abilities using can and cannot.

Explanation

Use can plus the base form of the verb. The negative forms are cannot and can't.

Examples

Detailed course

Understand the grammar point

Go to practice ↓

Detailed explanation

This lesson focuses on abilities with can and can't. The structure helps learners share basic information, and it should always be interpreted as part of a complete message rather than as an isolated formula. Before selecting a form, identify the subject, time reference, clause relationship, and the information that receives emphasis.

Formation is central. Use can or cannot before the base verb for every subject. Form questions by moving can before the subject. Build the sentence in stages: identify the grammatical subject, choose the auxiliary or main verb form, and complete the clause in normal English word order. In negatives and questions, check whether the structure supplies its own auxiliary or requires another one.

The pattern can help users describe a simple situation, form clear statements and questions, and notice subject and verb agreement. These purposes may overlap, so context decides which interpretation is natural. Time expressions, determiners, linking words, and punctuation often provide evidence for the correct choice.

A useful contrast prevents overgeneralisation. Can never takes -s and is not followed by to before the main verb. Ask how the nearest alternative would change time, certainty, focus, politeness, or register. A grammatically possible sentence may still communicate the wrong relationship if that contrast is ignored.

The guided examples are complete messages. Notice how the target structure agrees with its subject and how the surrounding vocabulary makes the intended meaning clear. When producing a new example, preserve the relationship between form and meaning while changing the people, place, and lexical details.

A reliable self-check is to paraphrase the sentence in simpler language. If the paraphrase changes the time relationship, degree of certainty, or focus, review the original form. Compare the sentence with the common mistakes and explain why the corrected version is preferable.

How to form it

Use can or cannot before the base verb for every subject. Form questions by moving can before the subject.

Use the structure to share basic information.

Use the structure to describe a simple situation.

Use the structure to form clear statements and questions.

Use the structure to notice subject and verb agreement.

Can never takes -s and is not followed by to before the main verb.

Guided examples

I can understand the teacher’s simple instructions.

Can stays the same for I, with no -s ending, followed by the base verb.

Sara can draw detailed maps for the project.

Even though Sara is singular, can never changes form or adds -s.

We cannot use phones during the examination.

Cannot is the negative form, written as one word, before the base verb use.

My friends can’t stay after the final lesson.

Can’t is the contracted negative form, used the same way for plural subjects.

Can you help me carry these heavy books?

This is a question: can moves before the subject you.

Can the school team practise in this hall?

This is a question with a plural subject, team, and can still comes first.

Common mistakes

Not: I can to understand the teacher’s simple instructions.

Use: I can understand the teacher’s simple instructions.

Can is followed directly by the base verb, without to.

Not: Sara cans draw detailed maps for the project.

Use: Sara can draw detailed maps for the project.

Can never takes -s, even with a singular subject like Sara.

Not: We not can use phones during the examination.

Use: We cannot use phones during the examination.

The negative word goes inside cannot, or after can as can’t; not cannot come before can.

Not: My friends can’t to stay after the final lesson.

Use: My friends can’t stay after the final lesson.

Can’t is followed directly by the base verb stay, without to.

Before you practise

  • Identify the communicative purpose.
  • Check the subject and required verb or auxiliary.
  • Confirm the time reference and clause order.
  • Compare the sentence with the nearest alternative.
  • Read the complete sentence and verify the meaning.

Reading text

Skills for the School Fair

About 148 words

Rana, Ilyes, and their teacher are in the school fair table. They need to divide small volunteer jobs. Paint and curtains are too close together. I can draw the welcome sign. Someone points to signs, chairs, and tickets. Rana can carry two chairs. The first answer is short, so everyone can follow it. We cannot paint near the curtains. One detail is still unclear. Can you help at the ticket table? They check the materials slowly. Soon the result is clear: the work is finished. The morning feels easier because the small task is finished. Rana, Ilyes, and their teacher look at signs, chairs, and tickets again before they move on. One helper writes the next step on a small card. The group speaks quietly, and the plan becomes clear. No one hurries, because the small details matter. The place feels calmer when the task is almost finished.

Reading comprehension

  1. Who is involved in the reading?

    Show answer

    Rana, Ilyes, and their teacher

  2. Where does the reading take place?

    Show answer

    the school fair table

  3. What task are the people trying to complete?

    Show answer

    divide small volunteer jobs

  4. What problem makes the task less simple?

    Show answer

    paint and curtains are too close together

Grammar in the text

  1. I can draw the welcome sign.

    Can stays the same before the base verb draw, whatever the subject.

  2. Rana can carry two chairs.

    Even with a singular subject, can does not add -s: it stays can, not cans.

  3. We cannot paint near the curtains.

    Cannot is written as one word before the base verb paint.

  4. Can you help at the ticket table?

    This is a question: can comes before the subject you.

Key point

Use this pattern when the meaning needs it in the reading: subject + can/cannot + base verb. In short, can and cannot show ability, possibility, or permission. Example: "I can draw the welcome sign."

Practice

  1. Complete the sentence from the same situation: "I ____ draw the welcome sign."

    Show answer

    I can draw the welcome sign.

  2. Complete the sentence from the same situation: "Rana ____ carry two chairs."

    Show answer

    Rana can carry two chairs.

  3. Complete the sentence from the same situation: "We ____ paint near the curtains."

    Show answer

    We cannot paint near the curtains.

  4. Complete the sentence from the same situation: "____ you help at the ticket table?"

    Show answer

    Can you help at the ticket table?

Listening practice

Watch a TEDx talk

“How great leaders inspire action” — Simon Sinek (TEDxPugetSound). Listen for clear, natural English and pick up new vocabulary while you review this grammar point.

Check your understanding

According to Sinek's “Golden Circle,” what do truly inspiring leaders and organizations communicate first?

Check your understanding

Which example does Sinek use to contrast a team that succeeded because of a clear “why” against a much better-funded rival who failed?

Practice

Choose the correct answer. He ___ play the piano.

Practice

Choose the correct answer. We ___ speak French.

Practice

Choose the correct answer. She ___ drive. She is only twelve.

Written practice

Produce the answer yourself. Capitalisation and final punctuation do not affect validation, but the grammar and word order must be correct.

Word ordering

Written practice

Put the words in the correct order.

can / my brother / swim / well