6.4: Present Modals of Ability
- Page ID
- 256022
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Modals of Ability-Present Time
We use can or be able to to show that someone has (or doesn’t have) an ability to do something in the present. Look at these examples:
A. Can
|
Form |
Structure |
Example |
|
Positive |
Subject + can + base verb |
She can swim. |
|
Negative |
Subject + cannot (can’t) + base verb |
They can’t drive. |
|
Yes/No Question |
Can + subject + base verb? |
Can you sing? |
|
Short Answer |
Yes, + subject + can. |
Yes, she can. / No, he can’t. |
B. Be Able To
|
Form |
Structure |
Example |
|
Positive |
Subject + am/is/are able to + base verb |
He is able to cook. |
|
Negative |
Subject + am not / isn’t / aren’t able to + base verb |
I am not able to come today. |
|
Yes/No Question |
Am/Is/Are + subject + able to + base verb? |
Is she able to finish the project? |
|
Short Answer |
Yes, + subject + am/is/are able to. |
Yes, he is. / No, she isn’t. |
Usage
We use can and be able to to talk about present abilities:
- Can is more common and natural in everyday English.
- Example: I can play the guitar.
- Be able to means the same as can but is more formal. It can express an ability to do something difficult. It is also useful when the grammar does not allow can (such as after another modal verb).
Examples
- She is able to work under pressure.
- We will be able to achieve our goal.
Both are correct:
- He can speak three languages.
- He is able to speak three languages.
- I can’t swim. = I am not able to swim.
- Can you drive? = Are you able to drive?
We also use can or be able to when we decide now about something in the future.
- I can do it tomorrow afternoon, if you can't do it. (I'll be able to do it ...)
- They can't do it before next Thursday. (They won't be able to do it ...)
Exercise 2.1
Complete these sentences about present ability using the words in the box. You will use some words more than once.
can be able not able able to can't be able to
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1. She _________ speak four foreign languages. |
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2. The candidate should ________ to speak fluent English. |
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3. They _________ do it today. |
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4. He's ___________ run 100 meters in 10 seconds. |
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5. He _______________ see you now. |
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6. We might not _________________ to do that. |
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7. She ________________make it to the wedding. |
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8. She isn't ________________ to do it today. |
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9. I'm afraid we are _________________ to fulfill your request. |
Exercise 2.2
Complete the sentences with the correct form of can or be able to. Use the verb in parentheses.
A. Use can (positive, negative, or question):
- Maria __________________(play) the piano very well.
- I __________________(not / come) to the party tonight.
- __________ you __________ (help) me with this exercise?
- He __________________(not / understand) French.
- We __________________(not / go) to the park because it’s raining.
- ____________ she ______________________ (take) the advanced class?
B. Use be able to (positive, negative, or question):
7. My parents __________________(use) a computer, but they prefer books.
8. I __________________(not / finish) the homework today, but I’ll try tomorrow.
9. __________ you ________________ (explain) the grammar again?
10. They __________________(find) the library easily—it’s next to the school.
11. She __________________(not / join) the meeting because she is busy.
12. _____________ you ____________ (come) to my house after class?
Interactive Activities
🎲 Guess the Occupation Game: Can & Be Able To
Purpose: Practice asking and answering questions with can and be able to in a fun, interactive way.
Instructions:
- Each student receives a card with an occupation (e.g., doctor, nurse, machinist, plumber). Don’t show your card to your partner!
- One partner asks yes/no questions using can or be able to to guess the occupation.
- Examples:
- Can you cook?
- Are you able to fix things?
- Can you play an instrument?
- Examples:
- The other partner answers truthfully using can or be able to.
- Yes, I can. / No, I can’t.
- Yes, I am able to. / No, I’m not able to.
- Continue until the occupation is guessed. Then switch roles.
- Your instructor may ask you to write the questions that you asked in a worksheet.
🎲 Game: “One’s Not True” (Abilities Edition)
Purpose: Practice forming positive and negative statements about abilities using can and be able to. Encourage creative, challenging sentences.
Instructions:
- Write 4 or 5 sentences about things you can do, but make one of them false.
- Example:
- I can play the piano.
- I can run 10 miles.
- I can ride a bike.
- I can cook spaghetti.
- In this example, maybe sentence 2 is false.
- Example:
- Make your sentences difficult to guess—use unusual or specific abilities.
- Read your sentences to a partner. The partner asks yes/no questions if needed, using can or be able to, and then guesses which sentence is false.
- Switch roles so each student has a chance to write sentences and guess.
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