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Subjunctive Mood Made Simple

  • Writer: Admin
    Admin
  • Oct 3
  • 4 min read

Updated: Oct 4

A Parent‑Friendly Guide to explaining the Subjunctive Mood

Subjunctive Mood
Subjunctive Mood

  • The subjunctive mood is a special verb form we use for wishes, possibilities, and formal suggestions/requirements.

  • You’ll notice it in phrases like “If I were…”, “I suggest that he be…”, “It’s vital that she arrive…” and set expressions like “God save the King” and “Long live the King.”

  • It’s rare in everyday speech, but it does appear in formal writing and on Year 6 grammar assessments.


What is the subjunctive mood?


Think of verb moods as “attitudes” towards an action:

  • Indicative = facts and questions (e.g., She is happy.)

  • Imperative = commands (e.g., Close the door.)

  • Subjunctive = wishes, hypotheticals, or something desired/required (e.g., I wish I were taller. / The school insists that every pupil be on time.)


In English we mostly see the subjunctive in two places:

  1. Hypothetical ‘if’ or wish clauses → If I were you…, I wish it were Friday. (We use were with I/he/she/it.)

  2. That‑clauses after formal verbs/adjectives → They suggest that he be ready by nine, It’s essential that the form be returned, We recommend that she not eat sweets before dinner.


Plus a few fixed expressions: God save the King, Long live the King, Be that as it may, So be it.


Why does it matter in primary?


  • It’s part of the Year 6 grammar curriculum and may appear in test questions or writing tasks.

  • Recognising it helps children control tone: subjunctive often sounds formal, precise, or hypothetical.


How to spot the subjunctive (parent cheat‑sheet)


Use these quick tests:


  1. “Were” for unreal situations

If the clause talks about something imaginary or contrary to fact and uses were with I/he/she/it, you’ve found the subjunctive.If I were invisible, I’d sneak biscuits.

  1. Bare verb (no ‑s) after “that”

After verbs like suggest/insist/recommend/ask or adjectives like vital/important/essential, the verb often appears without endings.The teacher insists that Jack be prepared. (not is)

  1. Set expressions

God save the King; Long live the King; So be it; Be that as it may.

Tip: In casual speech, people often say “If I was…”. For formal writing and tests, encourage “If I were…”.


Mini teaching script (10–15 minutes)


1. Hook (2 min) – Say: “If you could have any superpower, what would you choose?” Model: “If I were able to fly, I’d visit every country.” Highlight were.

2. Explain (3 min) – “We use a special form, the subjunctive, when we talk about wishes or when we state what someone should do.” Show two patterns:

  • If / wish + were

  • It’s essential / We suggest + that + subject + verb (no ‑s)

3. Try it together (4 min)Turn these into subjunctive:

  • If I (be) Prime Minister… → If I were Prime Minister…

  • The coach insists that Maya (be) on time. → be

  • I wish it (be) Saturday. → were

4. Independent practice (3–5 min) – Use the quick worksheet below.

5. Share & reflect (1 min) – Ask: “When would we prefer ‘were’ to ‘was’?” (When it’s imaginary.)


Age‑friendly activity ideas


Years 3–4 (gentle introduction)

  • Wish Wall: Children write a wish on sticky notes: “I wish I were…”

  • Expression match: Match sayings (e.g., Long live the King) to meanings.

  • Online Learning: Try the EnglishFun Subjunctive online exercises


Years 5–6 (curriculum focus)

  • Formal Council: Pupils role‑play a school council using sentences like “We propose that the playground be cleaned after lunch.”

  • Rewrite Challenge: Convert informal to formal: “If I was you, I’d apologise.” → “If I were you, I’d apologise.”

  • Spot & Fix: Provide mixed sentences; pupils underline subjunctive and correct non‑subjunctive where needed.

  • Online Learning: Try the EnglishFun Subjunctive online exercises


Common pitfalls (and how to explain them)


  • “If I was” vs “If I were” – Both occur in speech; “were” signals an unreal situation and suits formal writing/tests.

  • Forgetting the bare verb after “that” – It’s that + subject + verb with no endings: She suggests that he stay (not stays).

  • Thinking it’s a tense – It’s a mood, not a time reference. The action could be now or later.


Ready‑to‑use examples


  • If I were you, I’d bring a coat.

  • I wish it were summer.

  • The headteacher recommends that pupils be seated by 9:00 a.m.

  • It’s vital that the permission slip be returned.

  • They requested that Ella not use her phone during rehearsal.


Quick worksheet (with answers)


A. Circle the sentences that use the subjunctive.

  1. If I were a cat, I’d sleep all day.

  2. She is the fastest runner in the class.

  3. They suggested that he arrive early.

  4. Long live the King!

  5. I wish it were snowing.


B. Fix the sentence for formal writing.

  1. If I was you, I’d practise more. →

  2. The teacher insists that Tom is polite. →

  3. It’s important that she finishes on time. →

  4. We recommend that he doesn’t shout. →

  5. Be that as it maybe. →


Answer key

  1. ✅ (subjunctive)

  2. ❌ (indicative)

  3. ✅ (subjunctive: arrive)

  4. ✅ (fixed expression)

  5. ✅ (wish + were)

  6. If I were you, I’d practise more.

  7. The teacher insists that Tom be polite.

  8. It’s important that she finish on time. (bare verb)

  9. We recommend that he not shout. (place not before the verb)

  10. Be that as it may.


Stretch & extension


  • Try varying formality: write one casual sentence and one formal subjunctive version.

  • Collect examples from books or newspapers; start a Subjunctive Spotter list.


Parent checklist

  •  My child knows that “If I were…” signals an imaginary situation.

  •  They can write that‑clauses with a bare verb after recommend/insist/essential.

  •  They can recognise fixed expressions like “Long live the King.”



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