In IB Spanish B the subjunctive stops being an optional flourish and becomes core. It is a mood, not a tense: you use it in a subordinate clause after a trigger of wishing, emotion, doubt, necessity or certain conjunctions. This lesson builds the present subjunctive: its formation, the irregulars, and exactly when to reach for it. In IB Diploma Spanish B, this grammar powers your work across the five prescribed themes — Identities, Experiences, Human ingenuity, Social organization and Sharing the planet — especially when you voice opinions on Social organization.
Work through each screen and answer the questions — some ask you to recognise the mood, some to produce the form. Collect ⭐ and press Start.
The indicative states facts. The subjunctive appears when a main clause colours the second clause with wishing, doubt or emotion:
The tell: two clauses, two different subjects, joined by que, with a trigger of wishing / emotion / doubt / necessity in the first clause.
Take the yo form of the present indicative, drop the -o, and add the "opposite vowel" endings — -ar verbs take e, -er/-ir verbs take a:
| hable |
| hables |
| hable |
| hablemos |
| habléis |
| hablen |
| coma |
| comas |
| coma |
| comamos |
| comáis |
| coman |
| viva |
| vivas |
| viva |
| vivamos |
| viváis |
| vivan |
Why the yo stem matters: any irregular yo form carries straight through — tener (tengo) → tenga, hacer (hago) → haga, salir (salgo) → salga, conocer (conozco) → conozca, decir (digo) → diga.
Six high-frequency verbs have their own subjunctive stems. The mnemonic DISHES — Dar, Ir, Ser, Haber, Estar, Saber:
| infinitive | subjunctive |
|---|---|
| dar | dé, des, dé, demos, deis, den |
| ir | vaya, vayas, vaya, vayamos, vayáis, vayan |
| ser | sea, seas, sea, seamos, seáis, sean |
| haber | haya, hayas, haya, hayamos, hayáis, hayan |
| estar | esté, estés, esté, estemos, estéis, estén |
| saber | sepa, sepas, sepa, sepamos, sepáis, sepan |
Note the accents: dé (to distinguish from de) and esté / estés / estén carry a written accent.
Tap an infinitive on the left, then its subjunctive (yo/él form) on the right.
Stem-changing verbs keep their change in the subjunctive. -ar/-er boot verbs change in the same "boot" (not nosotros/vosotros); crucially, -ir boot verbs also shift in the nosotros/vosotros forms:
| piense |
| pienses |
| piense |
| pensemos |
| penséis |
| piensen |
| pueda |
| puedas |
| pueda |
| podamos |
| podáis |
| puedan |
| pida |
| pidas |
| pida |
| pidamos |
| pidáis |
| pidan |
-ir boot verbs go further: dormir → durmamos, sentir → sintamos, pedir → pidamos — the nosotros/vosotros forms change too (a weak-vowel shift), unlike in the ordinary present.
Reach for the subjunctive after these families of trigger (mnemonic WEIRDO), whenever the subject changes across que:
Watch the flip: creer / pensar / es verdad que assert a fact → indicative. Negate or question them and the certainty collapses → subjunctive: No creo que sea verdad.
Sort each trigger by the mood it forces in the clause after que.
Flipping the trigger flips the mood — same verb, opposite certainty:
Exam gold: deploying no creo que + subjunctive and es posible que + subjunctive in your essays is a quick, reliable way to show IB-level range.
Some conjunctions always take the subjunctive; cuando and aunque take it only when the action is future / hypothetical, not habitual fact:
Formation: yo-stem + opposite endings (-ar→e; -er/-ir→a). Irregular yo forms carry through (tenga, haga, conozca).
DISHES irregulars: dé, vaya, sea, haya, esté, sepa.
Stem-changers: keep the change; -ir boot verbs also shift nosotros/vosotros (durmamos, pidamos).
Triggers (WEIRDO): wishing, emotion, impersonal, doubt/denial, ojalá, and conjunctions (para que, antes de que, cuando + future).
The flip: creo que + indicative → no creo que + subjunctive.
Cluster 5 takes this further: the perfect, imperfect and pluperfect subjunctive, and the sequence of tenses. Press Finish.
You've built the present subjunctive for IB Diploma Spanish B SL. 🎉
Your stars: 0 / 0
Next in the backbone: the subjunctive II — perfect, imperfect and pluperfect, and the sequence of tenses.