These Can-do cards are a quick way to see how well learners deal with Cambridge tasks and CEFR descriptors. Use them on the first day, mid-course, or at the end of term. Run them as a class mingle or set them individually as a self-diagnostic.
Can-dos look simple, but they carry a lot of assessment weight. They make success visible and push students to show what they can do now, not what they “know about”. They help you listen for control, not just accuracy.
At B1, a teacher’s job is to make core behaviours automatic. Keep the language concrete and supported: sentence frames, quick turns and familiar topics. If you’re starting a course, there’s no better moment to set good habits.
By B2, the challenge shifts from “can I do it?” to “how well can I do it under exam conditions?”. Nudge range and control: clearer discourse markers, dependent prepositions used naturally, brief justifications, self-correction. You’ll hear who’s ready for exam pressure and who still needs help.
At C1, the language and metalanguage step up. Learners should recognise terms they’ve met in previous courses (e.g., discourse management, collocation, register), and apply them to improve performance. Expect more nuanced evaluation, better coherence and decisions that move discussions forward.
Finally, finish with post-activity feedback. Collect a few examples you heard, put them on the board, and refine together. Far from scaring students, this shows you were listening, that the feedback is personal, and that the class time was genuinely productive.
The Materials
These Can-do bingo cards have options from B1 to C1, increasing in challenge with each level. Each student receives a different card and has to prove to other students that they can do the items in each box. If they successfully prove their ability, they can cross off the box. Students work towards lines or full black-out bingo depending on the time available.
Always run a quick model first so learners know what you expect. If the group is strong, keep prep light. If they’re hesitant, give time to plan before starting the task. The teacher should monitor closely and give substantial feedback, unpacking metalanguage as needed.
EXAM SKILLS: Diagnostic across Speaking, Reading, Listening, Writing and Use of English
TIME: 20–40 minutes (mingle) or 10–15 minutes (individual self-check) + feedback
PREPARATION: One bingo card per learner. The class must mingle and discuss.
Download
