Can-do statements describe what a learner can do with the language, in real communication, at a given level. They come from the CEFR's action-oriented approach (and the NCSSFL-ACTFL Can-Do Statements in the US).
Anatomy
I can + ACTION (observable verb) + WHAT (text, topic) + CONDITIONS / QUALITY (support, speed, accuracy)
I can | understand | the main points of a short podcast about travel | if people speak slowly and clearly| Part | Purpose | Examples |
|---|---|---|
| Action | Observable communicative act | understand, ask and answer, describe, write, summarise for |
| What | Topic, text type, situation, audience | a short email to a friend; a job interview; a news report on a familiar topic |
| Conditions | Support or limits at this level | with help from my partner; if it's repeated; using simple sentences; with some hesitation |
The conditions are what make a statement level-specific: "I can describe my town" is true from A1 to C2; the level shows in "using simple phrases and a list of words" (A1) vs "in detail, explaining what makes it special" (B2).
Learner version vs teacher/descriptor version
| Audience | Form | Example |
|---|---|---|
| Learner (checklists, portfolios) | "I can..." first person, simple language | I can order food in a café. |
| Teacher / syllabus | "Can..." descriptor style | Can order food and drink in a café, asking about ingredients and prices. |
Write the learner version below the learners' level; they must understand it to self-assess.
Progression across levels: same activity
| Level | Telling a story / describing an experience |
|---|---|
| A1 | I can say what I did yesterday using simple words and phrases. |
| A2 | I can describe a past event, like a holiday, in a simple list of points (and, then, but). |
| B1 | I can tell a story or describe an experience in a linear sequence, and say how I felt. |
| B2 | I can give a clear, detailed account of an experience, highlighting what was important and why. |
| C1 | I can tell a complex story fluently, developing sub-themes and ending with a suitable conclusion. |
| Level | Understanding announcements / instructions |
|---|---|
| A1 | I can follow short, simple instructions in class if the teacher speaks slowly. |
| A2 | I can understand simple announcements at a station, like a platform change. |
| B1 | I can follow detailed directions and understand announcements about delays. |
| B2 | I can understand announcements and messages on familiar and unfamiliar topics at normal speed. |
| C1 | I can extract specific information from poor-quality public announcements, for example in a noisy station. |
Examples by mode (B1)
| Mode | Statement |
|---|---|
| Reception (reading) | I can understand the main points and some details of a news article on a familiar topic. |
| Reception (listening) | I can follow the main points of a podcast about everyday topics if speech is clear. |
| Production (speaking) | I can give a short prepared talk about my hobby and answer simple questions about it. |
| Production (writing) | I can write a personal email describing a recent event and my feelings about it. |
| Interaction | I can take part in a discussion about plans, giving and asking for opinions. |
| Interaction (online) | I can post a short comment in an online forum and reply to others. |
| Mediation | I can explain the main points of a short English text to a friend in my own language. |
Common faults
| Fault | Example | Fix |
|---|---|---|
| Teacher activity | Students will learn the past simple | I can talk about last weekend using past simple verbs |
| Knowledge, not use | I can understand the passive | I can understand news reports that describe what was done, e.g. "Ten people were rescued" |
| No context | I can write | I can write a short postcard to a friend about my holiday |
| Two skills | I can read and write emails | Split: I can understand a work email asking for information. / I can write a short reply... |
| Vague quality | I can speak English well | I can keep a conversation going on familiar topics, with some pauses to plan |
| Grammar as outcome | I can use the second conditional | I can talk about imaginary situations, e.g. what I'd do if I won the lottery |
| Too broad | I can communicate in English | I can make a hotel booking by phone, checking dates and price |
Using can-do statements
- Start each unit with 2-4 statements; refer back during the lesson.
- End-of-unit self-assessment: "I can do this: easily / with help / not yet".
- Link each statement to an assessment task and criteria.
- Keep portfolios (Language Passport, LinguaFolio, ELP-style) with evidence for each statement.
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