Free printable English grammar worksheets for kids to practice using "can" and "cannot" with fun animal-themed exercises.

Let’s go step by step to fill in the blanks with “can” or “cannot” based on what each subject is able (or not able) to do.

We’ll use this rule:
- Use can if the action is possible for that person/animal.
- Use cannot if it’s impossible.

Also, remember:
- “I”, “you”, “we”, “they” → use can/cannot directly.
- “he”, “she”, “it” → also use can/cannot directly (no extra ‘s’ needed here because we’re using modal verbs).

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Looking at the right-side worksheet (the one with checkmarks already shown):

1. I ___ read. ✔
→ People can read. So: can

2. You ___ jump. ✔
→ People can jump. So: can

3. We ___ sing. ✔
→ People can sing. So: can

4. They ___ eat. ✔
→ People can eat. So: can

5. He ___ run. ✘ (in original left sheet) — but wait! In the right sheet, #5 says “He ___” and has a blue checkmark? Let me recheck...

Actually, looking again — in the *right* column of the image (the big list with numbers 1–6), all have blue checkmarks next to them, meaning they are correct as filled with “can”.

But let’s verify logically:

1. I can read. → ✔️ True
2. You can jump. → ✔️ True
3. We can sing. → ✔️ True
4. They can eat. → ✔️ True
5. He can run. → ✔️ Most people can run — so yes, “can” is acceptable unless specified otherwise.
6. She can cook. → Wait — in the left sheet, #6 was marked with X (meaning cannot). But in the right sheet, there’s no #6 shown fully… Actually, in the right sheet, only up to #5 is visible? No — looking again:

Wait — the right-hand side shows:

1. I ___ read. ✔ → can
2. You ___ jump. ✔ → can
3. We ___ sing. ✔ → can
4. They ___ eat. ✔ → can
5. He ___ [cut off] — but has a checkmark → likely “run” or similar → can
6. Not fully visible, but probably continues.

BUT — hold on! The user didn’t ask us to solve the animal ones — they uploaded an image showing multiple worksheets, but the main focus seems to be the basic pronoun + verb ones on the right (with checkmarks).

However, since the instruction is to “solve the problem accurately”, and the most complete set with answers indicated is the right-column list (numbers 1–5 visible, all with checkmarks implying “can”), and given that all those actions are things humans generally CAN do, then:

All blanks should be filled with can.

But wait — let’s double-check against the LEFT worksheet which has some X marks:

Left worksheet:

1. I ___ read. ✔ → can
2. You ___ jump. ✘ → cannot? That doesn’t make sense — people CAN jump. Maybe it's a trick? Or maybe it's testing something else?

Actually, looking closely — the left worksheet might be showing EXAMPLES of correct vs incorrect usage, NOT the actual exercise to solve. Because:

- It has a table at top: I/you/we/they → can (✔); he/she/it → cannot (✘) — which is WRONG grammar teaching! That must be a mistake in the worksheet design.

Because actually:

Modal verb “can” does NOT change form for third person singular. So:

- I can
- You can
- He can ← NOT “he cans” — same for she, it.

So the top-left table is misleading — it suggests “he/she/it” take “cannot” always, which is false.

Therefore, ignore that table — it’s incorrectly designed.

Now, back to solving the actual exercises.

The clearest exercise to solve is the right-hand column (large font, numbered 1–6, with checkmarks indicating correct answers). Since all have checkmarks and the verbs are normal human abilities, all should be “can”.

But let’s look at the full context.

There’s also the animal section:

About animals:

1. A fish ___ talk, but it ___ swim.
→ Fish cannot talk, but can swim → cannot / can

2. A bird ___ fly, but it ___ jump.
→ Birds can fly; many birds can hop/jump → can / can? But maybe the worksheet expects “cannot jump”? Unlikely — birds like sparrows jump. Hmm.

Actually, standard ESL worksheets often say:

- Bird can fly, cannot walk (if thinking of perching birds) — but many birds walk.

This is ambiguous.

But perhaps the user wants us to solve the BASIC pronoun one — the one on the right with numbers 1–6.

Given that, and since all are checked as correct with “can”, and logically all are true:

Final decision: For the right-column worksheet (which appears to be the main task being highlighted with large text and heart icon), the answers are all “can”.

But wait — number 5: “He ___” — if it’s “He cannot run” that would be unusual. But the checkmark suggests it’s correct as “can”.

Similarly, in the bottom-left P1/P2 section, it’s cut off.

To avoid overcomplicating — the most straightforward solvable part is the right-hand list:

1. I can read.
2. You can jump.
3. We can sing.
4. They can eat.
5. He can run. (assuming the verb is “run”)
6. She can cook. (if that’s the next one)

All these are true statements about general human ability.

Thus, all blanks = can

But let’s confirm with the very first small box on top right:

It shows:

I / you / we / they → can (✔)
he / she / it → cannot (✘) ← THIS IS WRONG TEACHING!

That table is incorrect. Modal “can” is invariant.

So we must disregard that table.

Therefore, for any subject, if the action is possible, use “can”; if not, “cannot”.

For the right-column exercise:

All actions listed are things people generally can do → so all are “can”.

Final Answer:

1. can
2. can
3. can
4. can
5. can
6. can

*(Assuming #6 is "She can cook" or similar — even though in left sheet it was marked X, that may have been a different context or error. Given the right sheet has checkmarks for all, we go with "can".)*

Actually — looking again at the image description provided by user — the right column shows:

1. I ___ read. ✔
2. You ___ jump. ✔
3. We ___ sing. ✔
4. They ___ eat. ✔
5. He ___ [partially visible] ✔
6. Not shown, but likely continues.

And all have blue checkmarks — meaning the expected answer is “can” for all.

So we'll go with that.

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Final Answer:
1. can
2. can
3. can
4. can
5. can
6. can