What Can-Do Statements are for
The 2026 NCSSFL–ACTFL Can-Do Statements help learners set goals and notice growth, help teachers write intercultural communication targets, and help programs describe progress along the proficiency continuum. They align with the ACTFL Proficiency Guidelines 2024 and span Novice through Distinguished.
They are not a one-time checklist. Learners demonstrate what they can do consistently across different situations, and a learner may perform at different levels in listening, reading, speaking, and writing. In class, Can-Do Statements should therefore guide a cycle of goal, practice, evidence, reflection, and next step.
Can-Do Statements 的作用
2026 NCSSFL–ACTFL Can-Do Statements 帮助学习者设定目标并看见成长，帮助教师编写跨文化交际目标，也帮助项目说明学生在语言能力连续体上的进展。它们与 ACTFL Proficiency Guidelines 2024 对齐，覆盖 Novice 至 Distinguished。
Can-Do Statements 不是完成一次就勾掉的清单。学习者需要在不同情境中持续展示能力，而且同一名学生的听、说、读、写可能处于不同水平。课堂中应形成“目标—练习—证据—反思—下一步”的循环。
Begin with communication
Avoid targets such as “I can understand 把” or “I can learn ten food words.” Those describe content coverage. A communication target names what students will do with language in a meaningful context.
- Interpretive: I can identify the main idea and key details in a short Chinese menu and customer review.
- Interpersonal: I can ask and answer simple questions to choose a meal with a classmate.
- Presentational: I can recommend a meal and give two reasons for my choice.
从真实交际出发
尽量避免“我能理解把字句”或“我能学会十个食物词”这类目标，因为它们描述的是教学内容。交际目标应说明学生将在有意义的情境中如何使用语言。
- 理解型：我能找出一份简短中文菜单和顾客评价的主旨与关键细节。
- 人际型：我能和同学用简单问答选择一顿饭。
- 表达型：我能推荐一顿饭，并说出两个理由。
Use a four-part planning formula
A teacher-written classroom Can-Do can be built with four decisions. Keep the wording student-friendly enough that learners can use it without translation from educational jargon.
- Mode: Will students interpret, interact, or present?
- Function: Will they identify, ask, compare, narrate, explain, or support an opinion?
- Context: What real or realistic situation gives the communication a purpose?
- Evidence: What will students say, write, select, create, or respond to?
使用四部分规划公式
教师编写的课堂 Can-Do 可以通过四个决定构成。用词应足够简明，让学生不需要先翻译教育术语就能使用。
- 模式：学生要理解、互动，还是表达？
- 功能：要识别、询问、比较、叙述、解释，还是支持观点？
- 情境：哪种真实或仿真情境能让交际具有目的？
- 证据：学生将说、写、选择、创作或回应什么？
Match the statement to proficiency
The same theme can support very different performance. A Novice learner may rely on words, practiced phrases, and simple sentences. An Intermediate learner can create with language, ask follow-up questions, and connect sentences about familiar situations. Raising the level should change the language function and independence—not merely add more vocabulary.
For a food unit, a Novice Mid goal might be: “I can ask and answer practiced questions about foods I like.” A Novice High goal might be: “I can use a series of sentences to order a meal and handle a familiar follow-up question.” An Intermediate Mid goal might be: “I can compare two dining choices, explain my preference, and respond to my partner’s questions in connected sentences.” These are classroom examples written for planning, not quotations from ACTFL benchmarks.
让目标与能力等级匹配
同一主题在不同等级应产生明显不同的表现。Novice 学习者可能依靠词语、练习过的短语和简单句；Intermediate 学习者能够自主创造语言、追问，并用句子串谈论熟悉情境。提高等级应改变语言功能和独立程度，不是只多加一些词汇。
以饮食主题为例：Novice Mid 可以是“我能用练习过的问句交流自己喜欢的食物”；Novice High 可以是“我能用一系列简单句点餐，并应对熟悉的追问”；Intermediate Mid 可以是“我能用连贯句群比较两种就餐选择、解释偏好，并回答同伴的问题”。这些是课堂规划示例，不是 ACTFL 官方指标的原文。
Design evidence before activities
Once the target is clear, decide what would count as evidence. Then choose input and activities that prepare learners to produce that evidence.
- Goal: compare two school schedules and explain a preference.
- Input: two short schedules plus student comments in Chinese.
- Noticing: highlight times, transitions, and opinion phrases.
- Interaction: information-gap questions to complete missing schedule details.
- Evidence: a partner comparison followed by a 45-second individual recommendation.
先设计证据，再选择活动
目标确定后，先决定什么可以算作证据，再选择能帮助学生产出该证据的输入和活动。
- 目标：比较两份课程表并说明偏好。
- 输入：两份简短课程表和几条中文学生评论。
- 观察：标出时间、连接词和表达观点的语句。
- 互动：通过信息差问答补全课程表。
- 证据：先与同伴比较，再完成45秒个人推荐。
Make reflection specific
A yes/no self-rating often produces little information. Ask students to attach their reflection to evidence and a next move.
- I can do this independently in more than one familiar situation.
- I can do this with a word bank, image, sentence frame, or extra preparation time.
- My evidence is…
- The next thing I need to practice is…
让反思更具体
单纯的“是/否”自评往往不能提供多少信息。应让学生把反思与具体证据和下一步行动联系起来。
- 我能在不止一种熟悉情境中独立完成。
- 有词汇表、图片、句型或额外准备时间时，我能完成。
- 我的证据是……
- 我下一步需要练习的是……
Keep Can-Do Statements connected to assessment
Use the same communication goal across instruction and assessment, while changing the exact text, partner, prompt, or situation. This tests transfer rather than memory. A rubric can then describe how successfully the learner completes the function, communicates meaning, uses comprehensible language, and responds to the context.
Can-Do Statements support feedback, but they do not replace the ACTFL Proficiency Guidelines, a validated proficiency assessment, or professional judgment. Their greatest value is helping students see language learning as growing communicative capacity rather than finishing a list of chapters.
让 Can-Do 与评估相连
教学和评估中可以保持同一交际目标，同时改变具体文本、伙伴、提示或情境。这样检查的是迁移能力，而不是记忆。评分量表可以描述学生完成语言功能、传递意义、使用可理解语言和回应情境的程度。
Can-Do Statements 能够支持反馈，但不能取代 ACTFL Proficiency Guidelines、经过验证的语言能力评估或教师的专业判断。它们最大的价值，是帮助学生把语言学习看作交际能力的成长，而不是完成一份章节清单。
A weekly classroom routine
- Monday: introduce one or two student-friendly Can-Do goals and unpack what they mean.
- During the week: collect small samples from different modes and contexts.
- Friday: choose one piece of evidence, reflect on independence and support, and set a next step.
- End of unit: repeat the communication function in a fresh context and compare evidence over time.
每周课堂常规
- 周一：介绍一至两个学生易懂的 Can-Do 目标，一起分析它们的含义。
- 本周过程中：从不同交际模式和情境中收集小样本。
- 周五：选择一份证据，反思独立性和所用支持，并设定下一步。
- 单元结束时：在新情境中重复同一交际功能，比较不同时间的证据。