Websink Prep UKKS2 EnglishYear 6 chaptersEnglish textbooksReceptionYear 1Year 2Year 3Year 4Year 5Year 6Year 7Year 8Year 9Browse allPast papersFind a tutorBecome a tutor
Primary English · Year 6Chapter 6 · Modal verbs, the perfect form and the passive
Year 6 · Chapter 6

Modal verbs, the perfect form and the passive

By the end of this chapter you will be able to

  • Choose a modal verb or modal adverb that shows how certain the speaker is
  • Form the perfect with has or have, then the past participle
  • Name the subject and the object of a sentence
  • Change an active sentence into the passive, and back again
  • Explain why a writer might choose the passive, to focus on the object or to leave out the doer

You should already know

  • Verbs, the simple past and the present tense (Year 4 grammar)
  • Relative clauses and expanded noun phrases (Chapter 5 of this book)

Where this leads

  • Formal and informal English, and the subjunctive (Chapter 7 of this book)

National Curriculum for England, Key Stage 2 English, Year 6. Content: Use modal verbs (might, should, will, must) and modal adverbs (perhaps, surely, possibly) to show degrees of possibility (Y5-6 grammar), Use the perfect form of verbs (have or has with the past participle) to mark relationships of time and cause (Y5-6 grammar), Identify the subject and the object of a sentence (Y5-6 grammar), Use the active and the passive voice, and explain how a passive changes the focus of a sentence (Y5-6 grammar).

Exercise P  Do you remember?

1
FWrite the verb in the simple past: Yesterday, Ali ___ (walk) to school. Write the verb only.
2
FWhich word is the adjective in this sentence: The bright sun warmed the field.? Write one word.
3
FWrite the word that means the subject of a sentence, or the doer. Write the word only: doer or receiver.
4
FWhich word is a verb: happy, run, quickly? Write the word only.
5
FWrite the past participle of write. Write the word only.
6.1

Modal verbs and modal adverbs: degrees of possibility

Year 6
Use modal verbs (might, should, will, must) and modal adverbs (perhaps, surely, possibly) to show degrees of possibility (Y5-6 grammar)
Video lesson: Modal verbs and modal adverbs: degrees of possibilityComing soon
Story. Ruby is writing a weather report for the school magazine. She says it might rain, and that the match should be on time. She writes that perhaps the trip will be cancelled, and that surely the sun will come out at the weekend.

A modal verb is a verb that works with another verb to show how certain the speaker is, or what should happen. Modal verbs include might, could, should, will and must.

A modal adverb does the same job. Examples are perhaps, possibly and surely.

Degrees of possibility

WordDegreeExample
might, possibly, perhapsa possibility, not certainIt might rain later.
should, willan expectation, or adviceYou should wear a helmet.
must, surelya strong certaintyThe lights are on, so she must be home.

Key ideas

  • Modal verbs and modal adverbs show how sure the speaker is.
  • Might and perhaps show a possibility; must and surely show a strong certainty.
  • Should shows advice or what is expected.
Worked example 6.1.1
Which modal verb shows a strong certainty? The lights are on, so she ___ be at home. Choose must, might or could.

Method. Look at the evidence, then choose the modal that shows certainty.

  1. Find the evidence. The lights are on, which is strong evidence.
    the lights are on
  2. Choose the modal. Must shows a strong certainty, based on the evidence.
    must
  3. Check the other choices. Might and could show possibilities, not certainty.
    might, could
  4. Write the answer.
    must

Check. must shows a strong certainty. ✓

Worked example 6.1.2
Which modal adverb fits: ___, the match will be cancelled because of the rain. Choose perhaps or surely.

Method. The speaker is not certain, so the adverb shows a possibility.

  1. Decide the degree. The speaker is not certain about the cancellation.
    not certain
  2. Choose the adverb. Perhaps shows a possibility, not a certainty.
    Perhaps
  3. Check the other choice. Surely would show a strong certainty, which does not fit.
    surely
  4. Write the answer.
    Perhaps

Check. perhaps shows a possibility. ✓

Worked example 6.1.3
Which word shows advice: You ___ wear a helmet when you ride a bike. Choose should, might or must.

Method. Think about whether the sentence gives advice.

  1. Find the meaning. The sentence tells you what is right to do.
    what is right
  2. Choose the modal. Should gives advice.
    should
  3. Check the others. Might gives a possibility, and must would be a rule, not advice.
    might, must
  4. Write the answer.
    should

Check. should gives advice. ✓

Watch out

Watch out: a modal verb is followed by the base form of the verb, with no to: it might rain, not it might to rain.

Exam tip

Grown-up tip. Ask your child to say three sentences about tomorrow, using might, should and must, and to say how sure they are about each one.

Exercise 6A  Practice: modal verbs and modal adverbs

1
FChoose the word that completes the sentence: It ___ rain later, so take an umbrella. Choose one: must, might or should.
2
FChoose the word that completes the sentence: The lights are on, so she ___ be at home. Choose one: might, must or could.
3
FChoose the word that completes the sentence: You ___ wear a helmet when you ride a bike. Choose one: should, might or will.
4
FChoose the word that completes the sentence: The train ___ be on time, because the timetable says so. Choose one: might, should or could.
5
FChoose the word that completes the sentence: We ___ be late, but I am not sure yet. Choose one: must, might or should.
6
FChoose the word that completes the sentence: The shop ___ be open, because it is nine o'clock. Choose one: might, should or could.
7
PSChoose the word that completes the sentence: ___, the match will be cancelled because of the rain. Choose one: Perhaps or Surely.
8
PSChoose the word that completes the sentence: ___ the shop is open, because it is nine o'clock. Choose one: Perhaps or Surely.
9
PSChoose the word that completes the sentence: ___ it will be sunny at the weekend. Choose one: Possibly or Surely.
10
PSWrite one sentence that uses might to show a possibility about the weather.
11
RExplain in one sentence the difference between it might rain and it must rain.
12
RWhich modal adverb shows that you are almost certain? Use it in one sentence.
13
FWrite the modal verb that gives advice in this sentence: You ___ bring a coat, because it is cold. Write the word only.
14
RWhich modal verb is followed by the base verb with no to: might, to or ought? Write the word only.
15
PSWrite one sentence about a school trip that uses will to show that it is certain to happen.
16
PSChoose the modal adverb: ___ the team will win, because they have trained hard. Write surely or perhaps.
17
RExplain why perhaps does not fit the sentence ___ the shop is open, because it is nine o'clock.
18
PSWrite one sentence that uses should to say what the reader ought to do.
19
RChoose the word that completes the sentence: Ben ___ be cold, because he is wearing only a t-shirt in the snow. Choose one: might, must or should.
6.2

The perfect form: has or have with the past participle

Year 6
Use the perfect form of verbs (have or has with the past participle) to mark relationships of time and cause (Y5-6 grammar)
Video lesson: The perfect form: has or have with the past participleComing soon
Story. Leah is writing a diary about a holiday. She writes that she has packed her bag, and that the road has been closed because a tree had fallen across it.

The perfect form uses has or have with the past participle of the verb. It shows a link between a past event and the present, or shows that one event happened before another. For example: She has finished her lunch.

The past participle is often the same as the simple past for regular verbs (walked), but some verbs change: write becomes written.

Past participles

VerbPast participleExample with has or have
eateatenhave eaten
writewrittenhave written
breakbrokenhave broken
seeseenhave seen
taketakenhas taken
beginbegunhave begun

Key ideas

  • Use has with he, she and it; use have with I, we, you and they.
  • The perfect form uses the past participle, not the simple past.
  • The perfect form links a past event to the present, or shows what happened first.
Worked example 6.2.1
Complete the sentence with the perfect form of finish: They ___ their homework.

Method. Use have with they, then the past participle.

  1. Find the subject. They is plural, so use have.
    have
  2. Add the past participle. The past participle of finish is finished.
    finished
  3. Write the form. Have finished links the past event to now.
    have finished
  4. Write the answer.
    have finished

Check. They have finished their homework. ✓

Worked example 6.2.2
Complete the sentence with the perfect form of write: She ___ three letters this week.

Method. Use has with she, then the past participle written.

  1. Find the subject. She is singular, so use has.
    has
  2. Add the past participle. The past participle of write is written.
    written
  3. Write the form. Has written shows the letters are finished.
    has written
  4. Write the answer.
    has written

Check. She has written three letters. ✓

Worked example 6.2.3
Explain the cause in this sentence: The road is closed, because a tree has fallen across it. Write the verb in the perfect.

Method. Find the verb that shows the earlier event.

  1. Find the verb. The verb fallen shows an event that happened before the road was closed.
    fallen
  2. Check the form. The perfect with has links the tree falling to the road closure.
    has fallen
  3. Write the answer. The tree has fallen, so the road is closed now.
    has fallen
  4. Write the answer.
    has fallen

Check. has fallen shows the cause. ✓

Watch out

Watch out: do not write I have wrote. The past participle of write is written.

Exam tip

Grown-up tip. Ask your child to tell you three things they have done this week, using have or has with the past participle.

Exercise 6B  Practice: the perfect form

1
FComplete the sentence with the perfect form of finish: They ___ their homework.
2
FComplete the sentence with the perfect form of write: She ___ three letters this week.
3
FComplete the sentence with the perfect form of eat: I ___ all the biscuits.
4
FComplete the sentence with the perfect form of see: We ___ that film before.
5
FComplete the sentence with the perfect form of break: He ___ the window.
6
FComplete the sentence with the perfect form of begin: It ___ to rain.
7
FComplete the sentence with the perfect form of choose: You ___ a book.
8
FComplete the sentence with the perfect form of go: She ___ to the shop.
9
PSWhich form is correct: She ___ her lunch. Choose one: has eaten or has ate.
10
RExplain in one sentence why has seen is a perfect form, and saw is not.
11
PSCorrect the verb in this sentence: We have went to the park.
12
PSWrite one sentence about a holiday, using the perfect form of take.
13
RExplain in one sentence how the perfect form shows that an event happened before now.
14
PSWrite the sentence in the perfect form: The children [ran] to school today. Use the verb run with has or have.
6.3

The subject and the object of a sentence

Year 6
Identify the subject and the object of a sentence, as the terms needed for the passive (Y5-6 grammar)
Video lesson: The subject and the object of a sentenceComing soon
Story. Dev is watching a football match. He describes how the striker kicked the ball, and how the goalkeeper caught it.

The subject of a sentence is the person or thing that does the action. The object is the person or thing that receives the action. In The cat chased the mouse, the cat is the subject, and the mouse is the object.

Subject and object

SentenceSubject (does)Object (receives)
The cat chased the mouse.The catthe mouse
Ravi kicked the ball over the fence.Ravithe ball
The students read the poem aloud.The studentsthe poem
My sister painted the door blue.My sisterthe door
The river flooded the field.The riverthe field
A bird built a nest in the tree.A birda nest

Key ideas

  • The subject does the action.
  • The object receives the action, and comes after the verb.
  • Ask who or what does the action, and who or what receives it.
Worked example 6.3.1
Write the subject of Ravi kicked the ball over the fence.

Method. Find the verb, then ask who did the action.

  1. Find the verb. Kicked is the verb.
    kicked
  2. Ask who kicked. Ravi kicked, so Ravi is the subject.
    Ravi
  3. Write the answer.
    Ravi

Check. Ravi does the action. ✓

Worked example 6.3.2
Write the object of Ravi kicked the ball over the fence.

Method. Find the verb, then ask what was kicked.

  1. Find the verb. Kicked is the verb.
    kicked
  2. Ask what was kicked. The ball was kicked, so the ball is the object.
    the ball
  3. Write the answer.
    the ball

Check. the ball receives the action. ✓

Worked example 6.3.3
Write the object of My sister painted the door blue.

Method. Ask what was painted.

  1. Find the verb. Painted is the verb.
    painted
  2. Ask what was painted. The door was painted, so the door is the object.
    the door
  3. Write the answer.
    the door

Check. the door receives the action. ✓

Watch out

Watch out: blue, in painted the door blue, describes the door. It is not the object.

Exam tip

Grown-up tip. Ask your child to find the subject and object in a sentence from a favourite book, by asking who does the action, and what receives it.

Exercise 6C  Practice: subject and object

1
FWrite the subject of this sentence: The cat chased the mouse.
2
FWrite the subject of this sentence: Ravi kicked the ball over the fence.
3
FWrite the subject of this sentence: The students read the poem aloud.
4
FWrite the subject of this sentence: My sister painted the door blue.
5
FWrite the subject of this sentence: The river flooded the field.
6
FWrite the subject of this sentence: A bird built a nest in the tree.
7
FWrite the object of this sentence: The cat chased the mouse.
8
FWrite the object of this sentence: Ravi kicked the ball over the fence.
9
FWrite the object of this sentence: The students read the poem aloud.
10
FWrite the object of this sentence: My sister painted the door blue.
11
PSWrite the subject and the object of The farmer fed the hens. Write the subject first, then the object, separated by a comma.
12
PSWrite a sentence with the object the letter, and name the subject.
13
RExplain in one sentence how you can tell the subject from the object.
14
FIn The river flooded the field, which word is the object? Write the word only.
15
RIn A bird built a nest in the tree, is in the tree the object? Answer yes or no.
16
FWrite the subject of this sentence: The students read the poem aloud.
17
FFind the object in The students read the poem aloud. Write the object only.
18
PSWrite a sentence with a subject and an object, about a dog.
6.4

The active and the passive: changing the form

Year 6
Use the active and the passive voice, changing a sentence from one to the other (Y5-6 grammar)
Video lesson: The active and the passive: changing the formComing soon
Story. The school newspaper reports on a storm. In the active, it says the storm damaged the roof. In the passive, it says the roof was damaged by the storm.

In the active, the subject does the action: The storm damaged the roof. In the passive, the object moves to the front, the verb uses was or were with the past participle, and the doer comes after by: The roof was damaged by the storm.

Active and passive

ActivePassive
The ball broke the window.The window was broken by the ball.
The chef cooked the soup.The soup was cooked by the chef.
The children painted the fence.The fence was painted by the children.
The storm damaged the roof.The roof was damaged by the storm.

Key ideas

  • In the passive, the object becomes the subject.
  • The passive uses was or were with the past participle.
  • The doer, after by, may be left out in the passive.
Worked example 6.4.1
Change this sentence into the passive: The chef cooked the soup.

Method. Move the object to the front, and use was with the past participle.

  1. Find the object. The soup is the object.
    the soup
  2. Use was with the participle. Cooked is the past participle, and the soup is singular, so use was.
    was cooked
  3. Add by and the doer. By the chef names who did the cooking.
    by the chef
  4. Write the answer.
    The soup was cooked by the chef.

Check. The soup is the subject of the passive. ✓

Worked example 6.4.2
Change this sentence into the passive: The children painted the fence.

Method. Move the object to the front, and use was with the past participle.

  1. Find the object. The fence is the object.
    the fence
  2. Use was with the participle. Painted is the past participle, and the fence is singular, so use was.
    was painted
  3. Add by and the doer. By the children names who painted.
    by the children
  4. Write the answer.
    The fence was painted by the children.

Check. The fence is the subject of the passive. ✓

Worked example 6.4.3
Change this sentence into the active: The key was found by Lena.

Method. Find the doer after by, and move it to the front.

  1. Find the doer. Lena is the doer after by.
    Lena
  2. Move the doer to the front. Lena becomes the subject, and the key the object.
    Lena found the key
  3. Write the answer.
    Lena found the key.

Check. Lena is now the subject. ✓

Watch out

Watch out: use were, not was, when the object is plural: The hens were fed by the farmer.

Exam tip

Grown-up tip. Ask your child to rewrite a sentence from the newspaper in the passive, then back in the active. Ask which version they prefer.

Exercise 6D  Practice: active to passive

1
FRewrite this sentence in the passive, so that it starts with the object: The ball broke the window.
2
FRewrite this sentence in the passive, so that it starts with the object: The chef cooked the soup.
3
FRewrite this sentence in the passive, so that it starts with the object: The children painted the fence.
4
FRewrite this sentence in the passive, so that it starts with the object: The storm damaged the roof.
5
FRewrite this sentence in the passive, so that it starts with the object: The teacher wrote the list.
6
FRewrite this sentence in the passive, so that it starts with the object: Lena found the key.
7
FRewrite this sentence in the passive, so that it starts with the object: The farmer fed the hens.
8
FRewrite this sentence in the passive, so that it starts with the object: The dog buried the bone.
9
PSChange this sentence into the passive: Mum cleaned the car.
10
PSChange this sentence into the passive: The gardeners planted the trees.
11
FWhich word is the past participle in The letter was written by Sam.? Write the word only.
12
FWrite the doer in The window was broken by the ball. Write the doer only.
13
FRewrite this sentence in the active: The house was built by workers.
14
FRewrite this sentence in the active: The song was sung by the choir.
15
RExplain in one sentence what changes when a sentence moves from active to passive.
16
FRewrite in the passive: Lena found the key. Write the sentence.
17
PSChange this sentence into the passive: The dog buried the bone. Write the new sentence.
18
PSChange this passive sentence into the active: The bone was buried by the dog. Write the sentence.
6.5

Why choose the passive: focus, and leaving out the doer

Year 6
Explain how a passive changes what a sentence focuses on, and when the doer can be left out (Y5-6 grammar)
Video lesson: Why choose the passive: focus, and leaving out the doerComing soon
Story. The park warden writes a report. She says the bench was broken, and that the gate was painted, but she does not say who did either job.

A writer chooses the passive to focus on the object, or when the doer is unknown, not important, or not wanted in the sentence. For example: The bench was broken. This sentence does not name the doer.

Focus on the object

Active (focus on the doer)Passive (focus on the object)
Vandals broke the bench.The bench was broken.
The council painted the gate.The gate was painted.

Key ideas

  • The passive can focus on the object, and put the doer in the background.
  • The doer can be left out when it is unknown or not important.
  • Choose the form that puts the most important information first.
Worked example 6.5.1
Which sentence focuses on the bench? Vandals broke the bench. or The bench was broken. Write the sentence that focuses on the bench.

Method. The passive puts the object first, so it focuses on the object.

  1. Find the object. The bench is the object in the active sentence.
    the bench
  2. Check the focus. The passive puts the bench at the front.
    The bench was broken.
  3. Write the answer.
    The bench was broken.

Check. The passive focuses on the bench. ✓

Worked example 6.5.2
Why might a writer leave out the doer in The window was broken?

Method. Think about whether the doer is known, and whether it matters.

  1. Look for a doer. The sentence does not say who broke the window.
    no doer named
  2. Decide why. The doer may be unknown, or not important to the writer.
    unknown or not important
  3. Write the answer.
    the doer is unknown or not important

Check. The doer is left out because it is unknown or not important. ✓

Worked example 6.5.3
Which form fits a report that does not know who painted the gate? Choose active or passive.

Method. The doer is not known, so the form should leave it out.

  1. Check the doer. The doer is not known.
    not known
  2. Choose the form. The passive can leave out the doer, so it fits.
    passive
  3. Write the answer.
    passive

Check. The passive fits. ✓

Watch out

Watch out: a passive sentence with the doer left out can be vague. Use it when the doer is really unknown, not to hide who did something.

Exam tip

Grown-up tip. Ask your child to say why a newspaper might write The bank was robbed rather than naming the robber, and whether that is a fair choice.

Exercise 6E  Practice: choosing the passive

1
FWhich sentence focuses on the window? Choose the passive sentence: The ball broke the window. Choose one: The ball broke the window. or The window was broken..
2
FWhich sentence leaves out the doer, because the doer is unknown? Choose one. Choose one: The vase was broken. or Sam broke the vase..
3
PSWrite the doer that is left out in The gate was painted last week. Write the answer as: not named.
4
PSRewrite this active sentence in the passive, leaving out the doer: The council painted the gate.
5
RExplain in one sentence why a writer might choose the passive The vase was broken, rather than an active sentence.
6
FWhich word in The bridge was built in 1900 shows the passive? Write the word only.
7
PSWrite a passive sentence about a school trip, where the doer is not named.
8
RExplain in one sentence what a passive sentence can leave out, and why a writer might leave it out.
9
RWrite two sentences about the same event: one active, and one passive that focuses on the object.
10
RWhich form would a news report about a crime probably use, if the criminal is not known? Write active or passive.

Chapter summary

SkillMethod
Modal verbA verb such as might, should, will or must that shows how sure the speaker is, or what should happen.
Modal adverbAn adverb such as perhaps, possibly or surely that shows a degree of possibility.
Perfect formHas or have with the past participle: They have finished. She has written.
Subject and objectThe subject does the action; the object receives it.
PassiveThe object moves to the front, with was or were and the past participle, and by names the doer.
ActiveThe subject does the action: Workers built the house.
FocusThe passive can focus on the object, and leave out an unknown or unimportant doer.

Can you…?

  • I can use modal verbs and modal adverbs to show how certain a speaker is
  • I can form the perfect with has or have and the past participle
  • I can name the subject and the object of a sentence
  • I can change a sentence from the active to the passive, and back again
  • I can explain why a writer might choose the passive

Key terms

modal verb
a verb, such as might or must, that works with another verb to show possibility or obligation
modal adverb
an adverb, such as perhaps or surely, that shows how certain something is
past participle
the form of a verb used after has, have or was, such as written or broken
perfect form
a verb form made with has or have and the past participle
subject
the person or thing that does the action of the verb
object
the person or thing that receives the action of the verb
active
a sentence where the subject does the action
passive
a sentence where the object is the subject, with was or were and the past participle
agent
the doer of the action in a passive sentence, named after by

Exercise 6Z  Check-up

1
Choose the word that completes the sentence: It ___ rain later, so take an umbrella. Choose one: must, might or should.
2
Choose the word that completes the sentence: ___ the shop is open, because it is nine o'clock. Choose one: Perhaps or Surely.
3
Complete the sentence with the perfect form of eat: They ___ their dinner.
4
Complete the sentence with the perfect form of write: She ___ a poem.
5
Write the subject of this sentence: The cat chased the mouse.
6
Write the object of this sentence: My sister painted the door blue.
7
Rewrite this sentence in the passive, so that it starts with the object: The storm damaged the roof.
8
Rewrite this sentence in the active: The key was found by Lena.
9
Which word is the past participle of begin? Write the word only.
10
Explain in one sentence why a writer might choose the passive.

Total 16 marks. Allow about 16 minutes.

Exercise 6X  Practice test questions

1
FChoose the modal verb that shows strong certainty: The lights are on, so she ___ be at home. Choose must or might. Write the word only.[1 mark]
2
FComplete the sentence with the perfect form of break: He ___ the window. Write the two words only.[1 mark]
3
PSWrite the subject and the object of this sentence: Ravi kicked the ball over the fence. Write the subject, then the object, separated by a comma.[2 marks]
4
PSChange this sentence into the passive: The teacher wrote the list. Write the new sentence.[2 marks]
5
PSChange this passive sentence into the active: The house was built by workers. Write the new sentence.[2 marks]
6
PSChoose the modal adverb that fits: ___, the match will be cancelled because of the rain. Choose perhaps or surely. Write the word only.[1 mark]
7
RExplain why a writer might choose the passive The window was broken rather than the active sentence, in one or two sentences.[2 marks]
8
PSWrite one sentence that uses the perfect form of take, about a holiday. Use a capital letter and a full stop.[2 marks]
9
FWrite the past participle of choose. Write the word only.[1 mark]
10
RExplain in one sentence the difference between It might rain and It must rain.[2 marks]
← Chapter 5: Relative clauses and expanded noun phrasesChapter 7: Formal and informal English and the subjunctive →

Websink Prep UK is an independent site. It is not affiliated with, endorsed by or sponsored by AQA, Pearson Edexcel, OCR, WJEC, Eduqas, CCEA, SQA, GL Assessment, CEM or the Department for Education. All exam board names and trademarks belong to their owners. Past papers are linked from the exam boards' own websites and are not hosted here.

About Websink Prep UK · Find a tutor · Privacy · Terms · Cookie settings