• Quick retrieval from earlier learning (Active and passive voice; The subjunctive mood). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Which sentence is the passive version of this sentence? Maya wrote the poem. • Maya was written by the poem. • The poem was wrote by Maya. • The poem wrote Maya. • The poem was written by Maya. (Maya was written by the poem. / The poem was wrote by Maya. / The poem wrote Maya. / The poem was written by Maya.) → The poem was written by Maya.Prompt: In a passive sentence, the thing the action is done TO becomes the subject.
2. Choose the subjunctive form. We insist that the dog ___ kept on a lead. (be / are / was / is) → bePrompt: Is the sentence about something imagined (if…, I wish…) or a demand (insist that…, it is vital that…)?
3. Is this sentence active or passive? The letters are delivered every morning. (active / passive) → passivePrompt: Who or what is the subject? Is the subject DOING the action or RECEIVING it?

• Show a sentence with the grammar point used wrongly and ask what sounds odd.
• Share the objective: Verb moods and shifts in voice or mood. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: What is the mood of the verb in this sentence? The committee demands that he resign.
• Step 1: Indicative = facts and statements; imperative = commands; interrogative = questions; conditional = what would happen; subjunctive = wishes, demands, hypotheticals.
• Step 2: So the answer is: subjunctive
• Answer: subjunctive
• Pause after each step and ask a student to say what comes next.

• Do these together. Students try each step on whiteboards before you reveal it.
• Use the hints as prompts rather than giving the answer.

1. What is the mood of the verb in this sentence? The train leaves at noon. (interrogative / indicative / subjunctive / conditional) → indicativePrompt: Is it a statement, a command, a question, a hypothetical, or a wish/demand?
2. First, preheat the oven. Then the flour should be sifted. Which revision avoids the needless shift? (First, the oven is preheated. Then sift the flour. / First, preheat the oven. Then the flour is sifted by you. / First, preheat the oven. Then you should be sifting the flour. / First, preheat the oven. Then sift the flour.) → First, preheat the oven. Then sift the flour.Prompt: Look at the first verb. Is it active or passive? A command or a statement?

• Students work on the student sheet. Circulate and check the first two answers of every student early.
• Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

• Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

1. What is the mood of the verb in this sentence? Please pass the salt. (imperative / interrogative / subjunctive / indicative) → imperativePrompt: Is it a statement, a command, a question, a hypothetical, or a wish/demand?
2. Read the instructions carefully, and you should then answer every question. Which revision avoids the shift in mood? (The instructions should be read, and answer every question. / Read the instructions carefully, and then answer every question. / Read the instructions carefully, and every question is answered. / You read the instructions carefully, and answer every question!) → Read the instructions carefully, and then answer every question.Prompt: Look at the first verb. Is it active or passive? A command or a statement?

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-8.