KS4 · Spanish · Year 11
Construir un futuro mejor: subjunctive after wishing
My personal world: influencias
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IllumED Slides
IllumED · 1/9
Your learning goal
I can use the subjunctive after verbs of wishing to express my hopes or desires for the future.
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Construir un futuro mejor: subjunctive after wishing: 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 verbs of wishing to express my hopes or desires for the future.
Key learning points
- The subjunctive expresses uncertainty, wishes, emotions or future possibilities.
- Use 'cuando' + indicative if the action is regular or certain, and 'cuando' + subjunctive if the action is uncertain.
- After statements of fact or certainty use the indicative; after subjective points of view, use the subjunctive.
- Wishing verbs ('querer', 'esperar', 'desear', 'preferir', 'necesitar') are followed by an infinitive or the subjunctive.
- Use a verb of wishing + 'que' + subjunctive when you want someone else to do something.
Words to know
- subjunctive
- verb form that indicates actions which are uncertain, wished for, or that have not yet happened
- verb of wishing
- expresses a desire, hope or preference for something to happen; these verbs often introduce the subjunctive after 'que'
Common mistakes
'Quiero', espero', 'deseo', 'prefiero' are always followed by infinitives.
Use 'quiero' + infinitive when you want to do something yourself. Use 'quiero' + 'que' + subjunctive when you want someone else to do something. Both forms often talk about the future, but the change of subject triggers the use of subjunctive.
For parents, carers and teachers
- The teacher could ask students to generate Spanish for different types of inequality at the beginning of the lesson.