KS4 · Spanish · Year 11
Construir un futuro mejor: subjunctive after 'es importante que'
My personal world: influencias
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IllumED Slides
IllumED · 1/9
Your learning goal
I can use the subjunctive after 'que' to express ways to make the world a better place.
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Construir un futuro mejor: subjunctive after 'es importante que': slides adapted from the imported teaching text; recall questions created from its keywords, learning points and common mistakes. Self-check practice, with no automatic grading or XP. Answers stay on this page and are cleared when you leave.
Original teaching resources
The original illustrated PowerPoint is available as well as the IllumED text slides. It retains the publisher’s design and credits.
Download original PowerPoint ↓What you’ll learn
I can use the subjunctive after 'que' to express ways to make the world a better place.
Key learning points
- The subjunctive indicates uncertainty, wishing or possibility, or refers to actions that have not yet happened.
- Subjunctive verb forms include: 'ser' → 'sea', 'tener' → 'tenga', 'hacer' → 'haga'.
- In Spanish, the subjunctive is also used after subjective points of view, e.g. 'es importante que', 'es esencial que'.
- The subjunctive is used after 'que' when the action is uncertain, desired, or not a fact.
- When the verb before 'que' expresses certainty or a statement of fact, an indicative verb follows 'que'.
Words to know
- subjunctive
- verb form that indicates actions which are uncertain, wished for or that have not yet happened
- que
- conjunction 'that', followed by the subjunctive when the action hasn't yet occurred, is uncertain, or after subjective points of view, e.g. 'es importante que'
Common mistakes
'Es' + adjective + 'que' is always followed by the subjunctive.
The subjunctive is used after 'es' + adjective + 'que' when the action is uncertain, desired or not a fact. When the verb before 'que' expresses certainty, the action after 'que' is more a statement of fact and does not require the subjunctive.
For parents, carers and teachers
- The teacher could encourage students to write their own sentences about the various forms of discrimination.