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KS2 The Subjunctive Worksheets with Answers – Free Printable PDF for Years 5–6
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- FREE
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- Printable PDF
- Pages:
- 8
- UK English
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Overview
Help sharpen your child's ability to identify when the subjunctive is being used with these free printable tick-box exercises.
ABOUT THIS FREE RESOURCE
This printable PDF provides children with targeted practice of the subjunctive mood. Children read 15 varied sentences and determine if each uses the subjunctive.
The resource includes two differentiated versions: Version 1 highlights the verbs to support identification; Version 2 provides the core task only for a greater challenge. Full answers are supplied.
Quick Notes for Parents & Teachers outline the learning objectives, explain the two versions, and map the sections of the resource.
The resource includes two printing options for the exercises: colour or ink-friendly greyscale.
CONTENTS AT A GLANCE
- 15 sentences to identify as using the subjunctive or not (tick boxes)
- Two versions: with hint (underlined verb) and no hint
- Full answers
- Quick Notes for Parents & Teachers
- Colour-accented and ink-friendly greyscale printing options available
- Links to further free resources
- A4 printable PDF
SUITABLE FOR
- Grammar practice and revision
- Classwork, homework, tutoring, or home learning
- Quick, targeted checks before SATs, mock exams, or other assessments
- Parents and teachers who want concise, self-contained practice materials
SUGGESTED AGE GROUPS
- Ages: 9-10, 10-11, 11-12
- Years: Year 5, Year 6, & Year 7
- Key Stages: Upper KS2 & Early KS3
LEARN MORE
To learn more about this resource's differentiation, learning objectives & outcomes, seasonality & age range, please see this resource's FAQs.
To learn more about the subjunctive mood and how to form it, please see our handy Subjunctive Mood FAQs.
DIFFERENTIATION, LEARNING OBJECTIVES, SEASONALITY, & AGE RANGE FAQs
DIFFERENTIATION
What is a Differentiated Resource?
A differentiated resource is one that provides the same exercise in two distinct versions. Each version has its own format and separate instructions.
Why Differentiate?
The material is differentiated to accommodate children and students with a range of abilities and strengths. The differentiation also means that the exercise can be used more than once - with Version 2 providing an extra (or subsequent) challenge.
How is this Resource Differentiated?
Version 1 provides children and students with guided practice. The verb that shows whether the sentence uses the subjunctive is underlined.
Version 2 gives children and students the opportunity to practise independently. They are not given any help beyond the exercise's core instructions.
LEARNING OBJECTIVES & OUTCOMES
These exercises help children and students zoom in on the verb in each sentence that reveals if the subjunctive mood is being used. In particular, the exercises help reinforce the difference between the normal use of the verb to be (indicative) and the abnormal use of the verb to be (subjunctive).
By building up this ability, children and students are more capable of identifying sentences that use the subjunctive mood and thus more able to identify correctly sentences that employ formal language: a regular Year 6 SATs task.
SEASONALITY
You can use this resource at any point during the year. It may be particularly useful to children and students when they are first learning about the subjunctive or as a targeted revision tool before mock tests or exams.
AGE RANGE & SUITABILITY
Kindly note that the years and ages listed above are intended as recommendations only. Feel free to use this resource in any educational context that is appropriate to your needs.
THE SUBJUNCTIVE MOOD - FAQs
WHAT IS THE "SUBJUNCTIVE"?
In a nutshell, the subjunctive is a special way (or “grammatical mood”) we use to talk about things that are not certain.
More specifically, it is a way of expressing
- Wishes: things we hope for
- Important Suggestions/Demands/Requirements: what we insist or recommend someone do
- Hypothetical Situations: things that we imagine, that are not real, or are uncertain
Have a look at these sentences in the subjunctive:
- She wishes it were the weekend. (wish)
- He wished the meeting were over. (wish)
- It is vital that he tell the truth. (suggestion/demand/requirement)
- Her boss is insisting that she attend the meeting. (suggestion/demand/requirement)
- They have requested that he join the committee. (suggestion/demand/requirement)
- She advised that the deadline be changed. (suggestion/demand/requirement)
- This would never have happened if she were in charge. (hypothetical situation)
- If I were you, I would not go. (hypothetical situation)
- He acts as if he were the boss. (hypothetical situation)
There are three key things to note about these sentences
- They are all formal
- They each use one of three basic structures
- They include verbs that aren’t being used normally
The fourth key thing to note about the subjunctive is that it is not a tense.
A tense (like past or future) tells us when something happens, whereas the subjunctive mood tells us about the attitude or certainty of what is being said.
- I wish I were a superhero.
- It is important that he be on time.
- If I were the boss, I’d give us all a raise.
The subjunctive 'were' shows that this is an imaginary situation; it's not a fact. The speaker is not a superhero.
The subjunctive 'be' expresses a suggestion or requirement, not a fact. The person has not yet arrived and so is neither on time nor late yet.
The subjunctive ‘were’ plus the conditional ‘if’ shows that this is a hypothetical situation; it is not fact. The person speaking is not the boss, and therefore, cannot give his fellow employees a raise, no matter how much he wants to.
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HOW DO WE FORM THE SUBJUNCTIVE? PART 1
When using the subjunctive, there are two things that we need to think about.
The first of these is what it is we want to express: wishes, urgency, hypothetical situations, etc., as this will determine which of the three basic structures we need to use.
1. Using the Subjunctive to Express a Wish or a Hope
When we use the subjunctive to talk about things we wish were true but aren't, the key phrase to use at the start of the sentence in one that refers to a “wish”:
- I wish I were rich. (I am not, in fact, rich.)
- He wishes it were Friday. (It is not, in fact, Friday.)
- She wishes there were more time. (There is not, in fact, more time.)
- We wished there were something we could do. (There was not, in fact, anything that we could do)
- They wished they were on holiday. (They were not, in fact, on holiday).
2. Using the Subjunctive with Certain Verbs & Adjectives to Express an Urgency or Importance
When we use the subjunctive to make a formal request, suggestion, or demand, we can do so in one of two ways.
(a) We can start our sentence by saying that ‘[Someone] demanded / insisted / recommended / proposed / urged / required etc. that…’
- Mr Brown demanded that I be allowed to leave.
- I recommend that you pay your bill.
- She insisted that he attend the meeting.
- The doctor proposed that she rest for a week.
- He urged that his friend guard the entrance.
- The policeman required that we obey the laws.
- She advised that you check your watches.
- Mrs Green suggested that they confirm their train times.
(b) Or we can start our sentence with ‘It is crucial / vital / necessary / important / advisable etc. that…’
- It is essential that I be allowed to leave.
- It has become vital that you pay your bill.
- It is crucial that he attend the meeting.
- It was important that she rest for a week.
- It was critical that his friend guard the entrance.
- It is necessary that we obey the laws.
- It has become advisable that you check your watches.
- It was imperative that they confirm their train times.
3. Using the Subjunctive with If Clauses to Express Hypothetical Situations
When we use the subjunctive to talk about imaginary or unreal situations, the key thing to use is a conditional ‘if’ clause. It is worth noting here that, unlike the previous two structures, this one DOES NOT HAVE TO come at the start of the sentence.
- If I were you, I would go to the party. (I'm not you, so this is a hypothetical situation.)
- I would go to the party if I were you.
- If you were in their shoes, you would feel the same way.
- You would feel the same way if you were in their shoes.
- If he were older, he would understand.
- He would understand if he were older.
- If she were given a chance, she would do a great job.
- She would do a great job if she were given a chance.
- If it were sunny, we could go to the park. (It's not sunny.)
- We could go to the park if it were sunny.
* * * * *
HOW DO WE FORM THE SUBJUNCTIVE? PART 2
The second part of forming the subjunctive is, not surprisingly, using the correct verb forms.
When verbs are being used in the subjunctive, most of them do not look different from how they normally appear (in the indicative mood). So, it is arguably simpler to focus on the two big exceptions.
1. The Subjunctive Form of the Verb "To Be"
Not surprisingly perhaps, this is the most noticeable change in the subjunctive mood. The verb "to be" changes to either 'be' or 'were' regardless of the subject.
| Subject | Normal Present Tense | Subjunctive Present Tense | Normal Past Tense | Subjunctive Past Tense |
|---|---|---|---|---|
| I | am | be | was | were |
| You | are | be | were | were |
| He/She/It | is | be | was | were |
| We | are | be | were | were |
| They | are | be | were | were |
Examples in Use:
Present Tense Subjunctive ('be'):
- They are insisting that I be present.
- They are insisting that you be present.
- They are insisting that he be present.
- They are insisting that she be present.
- They are insisting that it be present.
- They insisted that we be present.
- They insisted that you be present.
- They insisted that they be present.
Note: the reference to the present tense relates to the subjunctive verb be, NOT the tense of the main clauses (‘are insisting’ & ‘insisted’).
Past Tense Subjunctive ('were'):
- If I were in charge, I would change the law.
- If you were in charge, you would change the law.
- If he were in charge, he would change the law.
- If she were in charge, she would change the law.
- If we were in charge, we would change the law.
- If you were in charge, you would change the law.
- If they were in charge, they would change the law.
- I wish I were in charge
- You wish you were in charge
- He wishes he were in charge
- She wishes she were in charge
- We wished we were in charge
- You wished you were in charge
- They wished they were in charge
Note: again, the reference to the past tense relates to the subjunctive verb be, NOT the tense of the main clauses (‘would change’, ‘wish’ & ‘wished’).
2. The Subjunctive Form of Singular Subjects “He”, “She”, & “It”
For all other verbs, the subjunctive form looks exactly like what you'd find in the dictionary (or the base form of the verb).
The key change here is that we don't add an '-s' to the verb for singular subjects ‘he’, ‘she’, and ‘it’.
| Subject | Normal Present Tense | Subjunctive Present Tense |
|---|---|---|
| I | eat | eat |
| He/She/It | eats | eat |
Examples:
- It is essential that I eat my food.
- It is essential that you eat your food.
- It is essential that he eat his food. (noticeable change in the verb)
- It is essential that she eat her food. (noticeable change in the verb)
- It is essential that the cat eat its food. (noticeable change in the verb)
- It is essential that we eat our food.
- It is essential that you eat your food.
- It is essential that they eat their food.
* * * * *
RELATED QUICK GUIDES
The Subjunctive Mood Vs. The Indicative Mood: A Quick Guide for Parents (KS2 & KS3)
