Unit 20: Ability and Possibility

Everybody can do something

People have different skills, opportunities and needs. Sometimes we can do something easily. Sometimes we need help, time or a different opportunity. In this unit, we meet three people and explore what they can and can't do.

Maria is looking for work while bringing up her daughter. David wants to do more things independently. Sam is confident that he can repair anything — but he sometimes discovers his limits!

We will practise describing present ability, past ability, particular achievements and future possibilities. You can answer some personal questions, or talk about the fictional characters instead.

Step 1

What can you do?

We use can to talk about ability now. We use can't to talk about something we are unable to do.

I can prepare a simple meal.
I know how to do it.

I can't drive.
I don't know how to drive, or I am not able to drive.

Questions are easy: Can you prepare a simple meal? — Yes, I can. / No, I can't.

Choose the best answer

1. “Can Maria use a computer?” — “Yes, she ______.”

2. “Can David prepare a drink?” — “No, he ______.”

3. Which sentence is correct?

Ask a partner

Ask three questions with Can you…? For example: Can you cook a simple meal? Can you use a washing machine? Can you read a bus timetable?

Step 2

Maria — ability and opportunity

Maria has a daughter who is six. Maria can use a computer and she has experience working in an office. She would like a full-time job, but the school opens at 8.30 and the job she has seen starts at 8.00.

Maria says, “I can do the work, but I can't get to the office by eight if I take my daughter to school. I may be able to work different hours. I could also ask a friend to help on some days, but I can't always depend on her.”

Maria isn't unable to do the job. The problem is finding an arrangement that works for her and her daughter.

Check your understanding

1. What work experience does Maria have?

2. Why can't Maria start work at eight?

3. What might help Maria?

Complete the sentences

Use the words in brackets. Write the complete verb phrase.

1. Maria ______ (can / use) a computer.

2. She ______ (not / can / start) work at eight because of the school run.

3. She ______ (may / be able to / work) different hours.

Maria's situation is about opportunity, not a lack of skill. She can do the job, but the working hours may not fit her childcare responsibilities.

Step 3

David — what can you manage?

David has a disability and wants to live as independently as possible. He can make a drink and prepare a sandwich. He finds some other tasks difficult, and he would like an assessment to discuss what he can manage safely and what support might help.

“I can do some things on my own,” he explains, “but I can't manage everything. With suitable equipment or a little help, I may be able to do more.”

People's abilities differ, and the same person may be able to do something one day but need help on another. Ask questions respectfully and let people explain what works for them.

Match the sentence to its meaning

1. “David can make a sandwich.”

2. “David can't manage every task alone.”

3. “With suitable equipment, he may be able to do more.”

Questions for a support conversation

What can you manage on your own?
Which tasks are difficult at the moment?
Would any equipment or practical help make things easier?

Practise the questions with a partner, taking the role of David or a support worker.

Step 4

Could and couldn't — ability in the past

We often use could and couldn't to talk about general ability in the past.

When Sam was younger, he could run five kilometres.
He had this ability then.

Before she learned to drive, Maria couldn't drive to work.
She did not have that ability then.

Compare these examples with the present:

Now Sam can repair a bicycle, but he can't repair a car.
When he was younger, he couldn't even mend a puncture.

Complete the sentences: could or couldn't?

These sentences describe ability in the past. Use could + verb if the person had the ability, or couldn't + verb if they did not. The information in each sentence tells you which meaning is needed.

Example: I had swimming lessons when I was six. I could swim quite well.

1. As a child, Maria had swimming lessons and was a good swimmer. She ______ (swim) quite well.

2. Sam learned to drive when he was twenty. Before that, he ______ (drive).

3. When he was twelve, David learned to use a computer at school. By then, he ______ (use) one.

Write the whole verb phrase, for example: could swim or couldn't drive.

For general ability in the past, could and couldn't are very useful. For success in one particular situation, English often uses was/were able to or managed to.

Step 5

Be able to — present, past and future

Be able to can express ability in different tenses. The verb be changes: am/is/are able to, was/were able to, and will be able to.

Time	Example
Present	Maria is able to use a computer.
Past	David wasn't able to cook for himself after his operation.
Future	With practice, Sam will be able to repair a bicycle.

In everyday conversation, can is usually more common for present ability: Maria can use a computer. We use be able to when it fits the tense or structure we need.

A particular past success

The lift was broken, but David was able to reach his flat with assistance.
This describes success in one particular situation.

Although it was raining, Maria was able to get to the interview on time.
She succeeded on that occasion.

Choose the correct form

1. Last week I ______ attend the appointment because the bus was cancelled, but my neighbour drove me.

2. After more practice, Sam ______ repair the bicycle himself.

3. “I ______ prepare a simple meal.” (present ability)

Practise all three times

Complete each sentence using the words in brackets. Type the whole missing phrase, including the main verb: for example, is able to cook, not just is able to.

1. Present: David ______ the stairs easily. (not / be able to / use)

2. Past: Maria ______ the interview yesterday. (not / be able to / attend)

3. Future: With some help, David ______ more meals. (be able to / prepare)

Step 6

Sam can fix anything — almost!

Read the story, then answer the questions.

Sam always tells his neighbours, “If something is broken, I can fix it!” One Saturday, Maria asked him to repair a loose handle on a kitchen cupboard. Sam fixed it in five minutes.

“You see?” he said. “I can do almost anything.”

Then David asked him to assemble a large wardrobe. Sam looked at the pieces and the instructions. He could understand the pictures, but he couldn't work out which screws to use. After an hour, the wardrobe was still on the floor.

“I think I need help,” Sam admitted. Maria's neighbour had assembled the same kind of wardrobe before and was able to help them finish it. Sam was pleased. He had discovered that asking for help didn't mean he was useless — it meant he could learn something new.

Later, the three friends talked about what they could do. Maria could use a computer and organise an office, but she couldn't accept every job because of the school run. David could prepare simple food, and he was exploring equipment that might help him do more. Sam could mend a bicycle puncture, but he wasn't able to assemble every piece of furniture on his own.

“We can all do some things,” David said, “and we can all learn. Sometimes we just need the right help or the right opportunity.”

Comprehension

1. What could Sam fix quickly?

2. What was difficult for Sam?

3. What helped them finish the wardrobe?

4. What is one message of the story?

Speaking: can, could and be able to

In pairs, choose one of these situations and talk about it. Use present, past or future forms.

Someone wants to learn to cook a simple meal.
A parent needs a job with hours that fit around school.
A person wants to do more things independently at home.
A neighbour tries to repair something and needs help.

Write three sentences: one about present ability, one about past ability, and one about future possibility.

Review

What have we learned?

Form	Use	Example
can / can't	Present ability	Maria can use a computer.
could / couldn't	General ability in the past	Sam could mend a puncture.
am/is/are able to	Present ability; useful in some structures	David is able to prepare a drink.
was/were able to	Ability or success in a past situation	Maria was able to attend the interview.
will be able to	Future ability	David will be able to do more with support.
Can/Could you…?	Requests	Could you help me, please?

Remember: use can/could + base form (can cook, could swim), but be able to + base form (is able to cook, was able to swim, will be able to swim).

One last question

What is something you can do now that you couldn't do five years ago? What would you like to be able to do in the future?

Teacher note

Using this unit

This unit introduces ability and possibility through three fictional adults: Maria, who is balancing employment and childcare; David, who is exploring independence and support; and Sam, who overestimates his DIY skills. The examples are intended to be respectful and to show that ability may depend on circumstances, support and opportunity.

The unit focuses on can/can't, could/couldn't, and forms of be able to. It briefly introduces polite requests with Can/Could you…?; requests can be developed further in a later unit.