Modal verbs, the passive and the subjunctive
These three topics are where the SATs reach furthest beyond everyday talk. Modal verbs are familiar but need precise labelling; the passive needs a clear test; and the subjunctive often sounds wrong to children, so it has to be taught as a pattern.
Modal verbs
Modal verbs are helping verbs that show how certain, possible, necessary or permitted something is: can, could, may, might, will, would, shall, should, must and ought to. They sit in front of a main verb and never change form: she might, not she mights.
- It might rain later.
- You must wear a helmet.
- We could go to the park after lunch.
The SATs often ask which sentence shows the most (or least) certainty. A line from certain to unlikely is the easiest way to teach this:
| Certainty | Modal verbs | Example |
|---|---|---|
| Certain | will, must | The bus will arrive at nine. |
| Likely | should, ought to | The parcel should come today. |
| Possible | may, might, could | It might snow tonight. |
Children often mix modal verbs up with adverbs of possibility (perhaps, probably, definitely), which do a similar job but are a different word class. The SATs may ask for a modal verb specifically, so the distinction matters. Watch for could of and should of in writing, which should be could have and should have.
Subject and object: the foundation for the passive
In The dog chased the cat, the dog (the subject) does the chasing and the cat (the object) receives it. Children need to be secure with this before the passive makes sense, because the passive is all about swapping these roles round.
Active and passive voice
In an active sentence, the subject does the action. In a passive sentence, the subject has the action done to it, and the doer is either left out or introduced with by.
- The dog chased the cat.Active: the subject (the dog) does the chasing.
- The cat was chased by the dog.Passive: the subject (the cat) receives the action.
- The window was broken.Passive with no doer: we don't know, or don't say, who broke it.
The passive is formed with a form of be plus a past participle: was chased, is made, has been eaten. That gives a reliable test: is the subject doing the action, or is the action being done to it?
The passive isn't a mistake to avoid; it has real uses. It's common in science writing (The water was heated), in reports where the doer doesn't matter, and when a writer wants to hide who was responsible. Discussing why a writer chose it helps children use it deliberately.
The subjunctive
The subjunctive is a verb form used in formal English for hypothetical situations, wishes and demands. Children meet it in two main patterns:
- If I were you, I would apologise.were, not was, for something that isn't true.
- The rules require that she withdraw her entry.After demand or requirement, the base form: withdraw, not withdraws.
- It is essential that he be on time.The base form of to be is be.
The second pattern follows verbs and phrases such as demand, insist, suggest, recommend, it is important that and it is essential that. Because it sounds odd, children need to see it as a fixed pattern rather than something they will hear naturally. In the SATs, questions usually ask pupils to identify the subjunctive or choose the correct form.
How these are tested in the SATs
- Circle the modal verb, or tick the sentence showing the most certainty.
- Active or passive? Tick whether a sentence is in the active or passive voice.
- Rewrite in the passive, keeping the same tense.
- Identify the subjunctive, or choose the subjunctive form to complete a sentence.
- Underline the subject or the object of a sentence.
Common mistakes
- Thinking any past-tense sentence is passive. The cat ran away is active.
- Thinking the passive must include by.
- Changing the tense when converting active to passive: The chef cooks the meal becomes The meal is cooked by the chef, not was cooked.
- Choosing was instead of were in If I were….
- Labelling probably or perhaps as modal verbs.
Teaching ideas
Certainty line
Stretch a washing line across the room labelled from “certain” to “unlikely”. Pupils peg sentences with different modal verbs along it and justify their placement. Then repeat with adverbs to show the difference.
Who did it?
Write The window was broken on the board and ask who broke it. Children rewrite it as an active sentence with an invented culprit, then discuss why someone might prefer the passive version.
Science writing switch
Take a set of instructions for an experiment and rewrite them as a passive report: Heat the water becomes The water was heated. This shows the passive in its natural home.
Formal phrases
Make a display of subjunctive patterns: If I were…, I insist that he…, It is vital that she…. Pupils complete them orally, then write a short formal letter that uses two of them.
Try it: five quick questions
SATs-style questions to use as a starter or a quick check. Tap to see each answer.
Circle the modal verb: You should check your answers.
Show answer
should
Which shows most certainty? It might rain. / It will rain. / It could rain.
Show answer
It will rain.
Active or passive? The match was cancelled because of the snow.
Show answer
Passive: the match had the cancelling done to it.
Rewrite in the passive: The children painted the mural.
Show answer
The mural was painted by the children.
Choose the subjunctive form: If I (was / were) taller, I could reach the shelf.
Show answer
were
Free worksheets for this topic
Printable A4 PDFs with answers. Free to use in class or at home.
