Let's solve each sentence by adding the correct
pronouns. Pronouns replace nouns to avoid repetition and make sentences clearer.
---
1. Jack had two houses. ____ houses were fancy.
- We need a pronoun that refers to
Jack.
- "Jack" is singular, male → use
His
-
✔ His houses were fancy.
---
2. The dog ate too much. ____ tummy hurt after that.
- Refers to
the dog, which is an animal (but in English, we often use
its for animals unless gender is known).
- Use
Its (no apostrophe – it's not possessive with 's')
-
✔ Its tummy hurt after that.
---
3. That car is ____. We bought it two years ago.
- The car belongs to the speaker(s) — "We bought it."
- So the car is
ours
-
✔ That car is
ours.
---
4. The teacher taught the class. ____ learnt about sea mammals.
- The
class (students) learned — so we need a pronoun for the students.
- "The class" is plural → use
They
-
✔ They learnt about sea mammals.
---
5. The dog had puppies. ____ had five in total.
- "The dog" had puppies → so the
dog is the one who had five.
- Use
It (referring to the dog)
-
✔ It had five in total.
---
6. Our house needed a letterbox. ____ dad built a new one.
- "Our house" implies the family owns it.
- So the
dad belongs to
us → use
Our
-
✔ Our dad built a new one.
---
7. All of the athletes were tired. ____ had run a big race.
- "All of the athletes" → plural group → use
They
-
✔ They had run a big race.
---
8. I invited ____ friends to my birthday. It was a fun day!
- "I" invited friends → the friends belong to
me
- Use
my
-
✔ I invited
my friends to my birthday.
---
✔ Final Answers:
1.
His
2.
Its
3.
ours
4.
They
5.
It
6.
Our
7.
They
8.
my
---
🔍 Explanation Summary:
-
Possessive pronouns (his, its, ours, my) show ownership.
-
Subject pronouns (they, it) act as the subject of a sentence.
- Always consider the
gender, number, and person of the noun being replaced.
Let me know if you'd like this turned into a printable worksheet or explained further!
Parent Tip: Review the logic above to help your child master the concept of pronoun worksheet for grade 1.
