How to Use Can in Chinese: A Simple Guide for Kids and Parents

If you’ve ever watched a child struggle to say “I can swim” in Chinese, you know how confusing the concept of “can” can be for young learners. Unlike English, where one word handles ability, permission, and possibility, Chinese uses three distinct terms— 会 (huì), 能 (néng), and 可以 (kěyǐ)—each with its own rules. WuKong Education is here to simplify that confusion. Whether your child is just starting Chinese or preparing for the HSK, nailing “can” is a small step that makes a big difference.

What Does “Can” Mean in Chinese?​

In English, the word “can” is a versatile modal verb that we use in various situations. It can express ability, like when we say “I can swim”; permission, such as “Can I go to the park?”; or possibility, as in “It can rain tomorrow”. But in Chinese, there’s no single word that covers all these meanings of “can”. Instead, different words are used depending on the specific context, and understanding this is key for young learners to communicate effectively in Chinese.​

For K-12 students learning Chinese, getting a grasp of how to express the concept of “can” is crucial. It’s a fundamental part of daily communication, whether they’re talking about their skills, asking for permission, or discussing what’s possible. Parents and teachers who guide these students will find that clarifying the differences between the Chinese words used for “can” helps improve the students’ language accuracy and confidence. According to the U.S. Department of Education, a clear understanding of basic grammar concepts is essential for building strong language skills, which in turn leads to better academic performance and cross-cultural communication abilities.

The 3 Main Words for Can in Chinese​

会 (huì) – Expressing Ability or Skill​

One of the main words used to express can in Chinese is 会 (huì). This word is specifically used to talk about abilities or skills that have been acquired through learning and practice. It’s about things that a person has learned to do over time.​

For example, if a child has learned to speak Chinese, they can say “我会说中文。(Wǒ huì shuō Zhōngwén.)” which means “I can speak Chinese”. Another example is “她会弹钢琴。(Tā huì tán gāngqín.)” translating to “She can play the piano”. These are skills that require practice and learning.​

A helpful tip for kids to remember when to use 会 is to think about whether the ability is something they’ve learned. If it’s a skill like riding a bike, drawing, or playing a sport, 会 is the right word to use. Teachers can incorporate activities in the classroom where students list out their skills using 会，such as having each student say one thing they can do, like “我会画画。(Wǒ huì huàhuà.)” meaning “I can draw”.​

能 (néng) – Expressing Physical Ability or Possibility​

Another important word for can in Chinese is 能 (néng). This word focuses more on physical ability or the possibility of something happening, rather than skills that are learned through practice.​

For instance, “我能跑很快。(Wǒ néng pǎo hěn kuài.)” means “I can run very fast”. This is about a physical capability. When asking about the possibility of doing something, like “今天我们能去公园吗？(Jīntiān wǒmen néng qù gōngyuán ma?)”, which translates to “Can we go to the park today?”, 能 is the appropriate choice.​

To help kids understand 能，parents and teachers can explain that it’s about what the body is capable of doing or whether a situation allows something to happen. For example, a child might say “我能搬这个箱子。(Wǒ néng bān zhège xiāngzi.)” meaning “I can carry this box”, referring to their physical strength.

可以 (kěyǐ) – Expressing Permission or Opportunity​

The third key word for can in Chinese is 可以 (kěyǐ). This word is used when asking for or giving permission, or when talking about available opportunities.​

For example, when a child wants to use someone else’s pen, they might ask “我可以用你的笔吗？(Wǒ kěyǐ yòng nǐ de bǐ ma?)”, which means “Can I use your pen?”. If someone is allowed to leave, you could say “你可以现在走。(Nǐ kěyǐ xiànzài zǒu.)” translating to “You can leave now”.​

A simple way for kids to remember 可以 is to associate it with asking if something is okay or being told that something is allowed. Parents can practice with their kids by having them ask for permission using 可以 in daily situations, like “我可以看电视吗？(Wǒ kěyǐ kàn diànshì ma?)”, meaning “Can I watch TV?”.

How to Practice Using Can in Chinese​

Practicing the use of these three words for “can” is essential for kids to master them. There are several effective ways for parents and teachers to help students practice.​

Everyday conversations are a great opportunity. Parents can ask their kids questions using each of the words. For example, using 会: “你会做什么？(Nǐ huì zuò shénme?)” which means “What can you do?”; using 能: “你能跳得高吗？(Nǐ néng tiào de gāo ma?)” meaning “Can you jump high?”; and using 可以: “我可以吃点心吗？(Wǒ kěyǐ chī diǎnxīn ma?)” translating to “Can I have a snack?”. By incorporating these questions into daily talks, kids get used to hearing and using the words correctly.​

Interactive tools and learning platforms can also be very helpful. Platforms like WuKong Chinese offer games and role-plays that are designed to reinforce these terms. Their lessons often include real-life scenarios where 会，能，and 可以 are used, making practice fun and engaging for kids aged 3-18. This kind of interactive practice helps students apply what they learn in a more dynamic way than just memorizing rules.

Common Mistakes to Avoid When Using Can in Chinese​

Even with practice, kids and even adults can make mistakes when using the Chinese words for “can”. One common mistake is using 会 when 能 is more appropriate, and vice versa. For example, saying “我会跑很快。(Wǒ huì pǎo hěn kuài.)” instead of “我能跑很快。(Wǒ néng pǎo hěn kuài.)” is incorrect because running fast is a physical ability, not a learned skill.​

Another mistake is overusing 可以. Some students might use 可以 in all situations where “can” is needed, but it’s important to remember that 可以 is mainly for permission and opportunities. For instance, saying “我可以弹钢琴。(Wǒ kěyǐ tán gāngqín.)” is not as accurate as “我会弹钢琴。(Wǒ huì tán gāngqín.)” because playing the piano is a learned skill, so 会 is better.​

The Role of Can in Chinese Proficiency Exams

For students taking Chinese proficiency exams, such as the HSK (Hanyu Shuiping Kaoshi), understanding how to use the words for “can” is important. These exams test all aspects of language use, including grammar and vocabulary, and questions involving the correct use of 会，能，and 可以 often appear.

In the HSK, students may be asked to fill in the blank with the appropriate word, or to choose the correct sentence from a list. Having a solid grasp of when to use each word can help improve their scores on these exams. According to academic research on second language acquisition, mastering modal verbs like these is a key indicator of language proficiency.

FAQs

What’s the main difference between 会 (huì) and 能 (néng)?

会 refers to learned skills (e.g., “I can play chess”), while 能 denotes physical ability or possibility (e.g., “I can lift this bag”).

When should I use 可以 (kěyǐ) instead of 会 or 能？

可以 is for permission/opportunity (e.g., “Can I leave?” or “We can go tomorrow”), not skills or physical ability.

Are these words tested in HSK exams?

Yes. HSK often includes questions on 会，能，可以 to test grammar accuracy, so mastering them helps scores.

Conclusion

Mastering the concept of can in Chinese isn’t just about memorizing three words, and it’s about unlocking clearer communication, boosting confidence, and building a foundation for advanced language learning. We’ve broken down how 会 (huì) describes learned skills, 能 (néng) focuses on physical ability or possibility, and 可以 (kěyǐ) handles permission and opportunities. These distinctions, while subtle, are the difference between a child saying “I can play piano” correctly and mixing up terms in a way that confuses native speakers.

jasmine

With over a decade of dedication to the education sector, I specialize in educational innovation and practice, deeply researching the construction of the basic education ecosystem and the cultivation of students’ core competencies. Holding a Doctorate in Education from Beijing Normal University, I integrate theoretical research with frontline teaching, excelling in stimulating students’ internal learning motivation through interdisciplinary teaching methods. Guided by the mission of “enabling every child to embrace suitable education”, I promote educational equity and personalized development, helping students unlock infinite possibilities in their growth. I am committed to injecting vitality into the high – quality development of education with professional expertise.