Lo que necesito que hagas
Chapter Objectives
By the end of this chapter, you will be able to:
- Form the present subjunctive of regular -ar, -er, and -ir verbs.
- Recognize and use a small set of high-frequency irregular present subjunctive forms as controlled vocabulary items.
- Express desire, need, and recommendation using querer que, necesitar que, recomendar que, and es importante que with a dependent clause.
- Distinguish sentences that report information (indicative) from sentences that try to influence someone's actions (subjunctive).
- Continue using commands, podría/quisiera, and combined object pronouns alongside the new subjunctive pattern.
- Coordinate responsibilities with another person using polite, dependency-based requests.
Communication Scenario
The welcome gathering that Sra. Duarte organized went well, and now the building's residents are getting ready for a small community project: repainting the shared hallway and organizing a supply closet. Sra. Duarte sends a message explaining what she needs from each resident. Rodrigo, in turn, asks his friend Camila for help, and Camila makes a few recommendations of her own. All of these exchanges share a new pattern: instead of simply stating a fact, the speaker is trying to get someone else to do something — and Spanish marks that difference in the verb itself.
- Think of a time you needed to ask several people to each do something different. How did you organize the request?
- Notice the difference between telling someone what is true (Tú pintas bien) and telling someone what you want them to do (Quiero que pintes la pared).
Core Vocabulary: Peticiones, necesidades y recomendaciones
This chapter activates a vocabulary domain built around asking others to do things, expressing needs, and giving recommendations — the everyday triggers that introduce a dependent que clause.
| Palabra | Tipo | Significado | Nota |
|---|---|---|---|
| necesitar | verbo -ar, regular | to need | Frame: necesitar que + subjuntivo o necesitar + infinitivo |
| querer | verbo -er, irregular (e→ie) | to want | Frame: querer que + subjuntivo; ya activo desde el Volumen I |
| recomendar | verbo -ar, irregular (e→ie) | to recommend | Frame: recomendar que + subjuntivo |
| sugerir | verbo -ir, irregular (e→ie, e→i) | to suggest | Frame: sugerir que + subjuntivo |
| pedir | verbo -ir, irregular (e→i) | to ask for, request | Frame: pedirle a alguien que + subjuntivo |
| esperar | verbo -ar, regular | to hope | Frame: esperar que + subjuntivo |
| es importante | expresión impersonal | it's important | Frame: es importante que + subjuntivo |
| es necesario | expresión impersonal | it's necessary | Frame: es necesario que + subjuntivo |
| el pasillo | sustantivo, m. | hallway | pl. los pasillos |
| el armario | sustantivo, m. | closet, cabinet | pl. los armarios |
| pintar | verbo -ar, regular | to paint | |
| organizar | verbo -ar, regular | to organize | |
| encargarse de | expresión verbal | to take charge of, handle | Formulaica en este nivel; g→gu en algunas formas |
| colaborar | verbo -ar, regular | to collaborate, pitch in |
This chapter practices only the subjunctive triggers listed above. Other subjunctive triggers, including doubt and emotion, are developed in the next chapter.
Pronunciation Focus
The clearest audible signal of the present subjunctive is a vowel switch: -ar verbs, which normally end in -a in the present indicative, shift to -e (pinta → pinte); -er and -ir verbs, which normally end in -e, shift to -a (come → coma, escribe → escriba). Listen for this "opposite vowel" pattern — it is often the fastest way to hear that a sentence has moved from a statement into a request.
Stress stays on the same syllable as the related present-tense form. In pinte, the stress stays on pin-; in coma, the stress stays on co-. No new written accent is added for regular subjunctive forms at this stage.
Grammar: El subjuntivo presente
Purpose: express what you want, need, or recommend that someone else do, using a dependent que clause with the present subjunctive.
To form the present subjunctive of a regular verb, start from the yo form of the present indicative, drop the -o, and add the "opposite" set of endings.
| Sujeto | -ar: pintar | -er: comer | -ir: escribir |
|---|---|---|---|
| yo | pinte | coma | escriba |
| tú | pintes | comas | escribas |
| usted / él / ella | pinte | coma | escriba |
| nosotros/nosotras | pintemos | comamos | escribamos |
| ustedes / ellos / ellas | pinten | coman | escriban |
Verbs with an irregular yo form in the present indicative keep that same irregularity throughout the subjunctive, because the subjunctive is built from the yo stem: tener → tengo → tenga, tengas, tenga...; hacer → hago → haga, hagas, haga...; salir → salgo → salga, salgas, salga....
A small group of very common verbs does not follow this pattern and must be learned as fixed forms at this stage: ser → sea, estar → esté, ir → vaya, saber → sepa, dar → dé, haber → haya. Treat these six as memorized items for now; their full irregular pattern is not analyzed further in this chapter.
When a sentence has two different subjects — one who wants, needs, or recommends something, and another who would carry it out — Spanish links the two parts with que, and the second verb goes into the subjunctive.
- Quiero que pintes el pasillo. (I want you to paint the hallway.)
- Necesitamos que organices el armario. (We need you to organize the closet.)
- Le recomiendo que hable con la Sra. Duarte primero. (I recommend that you speak with Sra. Duarte first.)
- Es importante que todos colaboren. (It's important that everyone pitch in.)
If there is only one subject for both actions, Spanish uses an infinitive instead of a subjunctive clause: Quiero pintar el pasillo (I want to paint the hallway myself) versus Quiero que tú pintes el pasillo (I want you to paint it). This subject-change rule is the single most reliable test for whether a dependent clause needs the subjunctive.
Compare these two sentences: Sé que Camila pinta bien. (I know that Camila paints well — a fact, indicative) and Quiero que Camila pinte el pasillo. (I want Camila to paint the hallway — an attempt to influence her actions, subjunctive). The main verb determines the mood of the dependent clause: verbs and expressions that report or describe reality use the indicative; verbs and expressions that try to move someone toward an action use the subjunctive.
This chapter activates only desire, need, and recommendation as subjunctive triggers. Doubt, possibility, and emotion are introduced as subjunctive triggers in the next chapter.
Práctica — Completa cada oración con la forma correcta del subjuntivo:
- Necesito que tú _____ (organizar) el armario mañana.
- Sra. Duarte recomienda que nosotros _____ (empezar) el sábado por la mañana.
- Es importante que todos _____ (llegar) a tiempo.
- Quiero que Camila me _____ (ayudar) con los colores.
Model Dialogue
Contexto: Rodrigo le pide ayuda a Camila con el proyecto del pasillo. Se conocen bien y usan tú.
Preguntas de comprensión:
- ¿Qué necesita Rodrigo que haga Camila?
- ¿De qué se encarga Rodrigo?
- ¿Qué recomienda Camila antes de empezar?
- ¿Qué quisiera Rodrigo que Camila traiga?
Guided Practice
A. Deseo y necesidad: Escribe una oración con querer que y una con necesitar que para cada situación.
- tu compañero de cuarto / limpiar la cocina
- un vecino / bajar el volumen de la música
- un colega / enviar el informe
B. Recomendaciones: Completa cada oración con la forma correcta del subjuntivo.
- Te recomiendo que _____ (llegar) temprano.
- Es importante que ustedes _____ (traer) los materiales.
- Sugiero que nosotros _____ (empezar) por el armario.
C. Infinitivo o subjuntivo: Decide si la oración necesita un infinitivo o una cláusula con que + subjuntivo, y complétala.
- Quiero _____ (pintar) el pasillo yo mismo.
- Quiero que tú _____ (pintar) el pasillo conmigo.
- Necesitamos _____ (organizar) el armario esta semana.
Listening
Ask your instructor, a partner, or a text-to-speech tool to read the following exchange aloud, twice. As you listen, write down each verb that appears in the subjunctive.
"Necesito que todos ayuden este sábado. Quiero que Rodrigo compre la pintura y que Camila traiga música. Es importante que lleguemos a las nueve de la mañana. Recomiendo que empecemos por el pasillo y que dejemos el armario para el final. Espero que todos colaboren — ¡va a ser un buen día!"
| Verbo en subjuntivo | Infinitivo |
|---|---|
| ______ | ______ |
| ______ | ______ |
| ______ | ______ |
| ______ | ______ |
| ______ | ______ |
Reading
Read the following message that Sra. Duarte sends to the residents about the hallway project.
Mensaje sobre el proyecto del pasillo
Estimados residentes: Como saben, vamos a pintar el pasillo principal y organizar el armario de suministros este sábado. Necesito que cada persona confirme si puede venir, y que me avise antes del viernes.
Es importante que todos lleguemos a las nueve de la mañana, porque el trabajo va a tomar varias horas. Recomiendo que traigan ropa vieja, porque la pintura puede mancharla.
Quiero que dos o tres personas se encarguen del armario mientras los demás pintan. Si alguien tiene experiencia con pintura, le pido que me lo diga — así podemos organizar mejor los grupos.
Espero contar con su ayuda. ¡Gracias de antemano por colaborar!
Preguntas de comprensión:
- ¿Qué necesita la Sra. Duarte que hagan los residentes antes del viernes?
- ¿Por qué es importante llegar a las nueve de la mañana?
- ¿Qué recomienda la Sra. Duarte que traigan los residentes?
- ¿Qué pide la Sra. Duarte a las personas con experiencia en pintura?
Writing Workshop: Un mensaje de coordinación
Your writing task for this chapter is a short message in which you organize a group task and ask several people to do specific things.
- Estudia el modelo. Reread the message from Sra. Duarte above. Mark every use of que + subjunctive and identify which verb triggers it.
- Planifica. Choose a group task (a class project, a house chore, an office task) and decide who needs to do what. Decide whether you will address your audience with tú or with usted/ustedes, and stay consistent.
- Escribe el primer borrador. Write a message of at least six sentences that uses querer que, necesitar que, and at least one of recomendar que, sugerir que, or es importante que.
- Revisa. Check your draft against the editing checklist below.
- Escribe la versión final. Produce a clean final version of your message.
Lista de revisión:
- Every dependent clause after a desire, need, or recommendation trigger uses the subjunctive, not the indicative.
- I used the infinitive, not the subjunctive, whenever the subject of both verbs is the same person.
- I used at least three different subjunctive triggers from this chapter.
- My address form is consistent throughout the message.
- My accents and punctuation, including inverted marks, are correct.
Speaking Practice
Práctica controlada
With a partner, take turns telling each other one thing you want, one thing you need, and one thing you recommend, using quiero que, necesito que, and recomiendo que.
Tarea comunicativa: Organizar el proyecto del pasillo
With a partner or small group, role-play the planning of a shared task. Assign responsibilities to each other using quiero que, necesito que, and at least one recommendation. Confirm the plan at the end.
Alternativa individual
If you are studying independently: record yourself giving instructions to an imaginary group of three people, assigning a different task to each person using the subjunctive.
Culture and Communication
In many Spanish-speaking workplaces, households, and community groups, a request phrased with necesito que or quisiera que can sound noticeably more collaborative than a blunt command, even between people who know each other well. Softening a request with the subjunctive or with formulaic politeness does not necessarily signal distance — it often signals that the speaker values the relationship and is inviting cooperation rather than simply issuing an order. As with other register choices, the exact balance of directness varies by relationship, workplace culture, region, and individual style.
Common Mistakes to Avoid
Error: Using the indicative after a desire or need trigger — Quiero que tú pintas el pasillo.
Correction: A change-of-subject clause after querer que requires the subjunctive: Quiero que tú pintes el pasillo.
Error: Using que + subjunctive when there is only one subject — Quiero que pinte el pasillo to mean "I want to paint the hallway myself."
Correction: With a single subject, use the infinitive instead: Quiero pintar el pasillo. Reserve the que + subjunctive pattern for sentences with two different subjects.
Error: Forgetting that a verb's irregular yo stem carries into the subjunctive — writing tenga as tenoa or ignoring the irregularity entirely.
Correction: Build the subjunctive from the present-tense yo form: tener → tengo → tenga, tengas, tenga..., not from the infinitive.
Chapter Review
Parte A — Vocabulario
1. Nombra tres verbos o expresiones de este capítulo que funcionan como disparadores del subjuntivo.
Parte B — Gramática
1. Conjuga organizar en el subjuntivo presente para tú, nosotros, y ustedes.
2. Completa: Es importante que ellos _____ (llegar) a tiempo.
3. Explica, con un ejemplo, cuándo se usa el infinitivo en vez del subjuntivo después de querer.
Parte C — Lectura
1. ¿Qué necesita la Sra. Duarte que confirmen los residentes antes del viernes?
2. ¿Qué pide la Sra. Duarte a las personas con experiencia en pintura?
Parte D — Escritura
1. Write your coordination message: at least six sentences using querer que, necesitar que, and at least one additional subjunctive trigger from this chapter.
Parte E — Conversación
1. With a partner or group, complete the hallway-project role-play from this chapter.
Chapter Performance Task
Tarea de desempeño — Capítulo 13
Lo que necesito que hagas
Complete an integrated spoken and written performance that demonstrates the present subjunctive after desire, need, and recommendation:
- Use a consistent address form (tú or usted/ustedes) throughout.
- Use querer que and necesitar que at least once each with a correctly conjugated subjunctive verb.
- Use at least one of recomendar que, sugerir que, or es importante que.
- Include at least one sentence where you correctly use the infinitive instead of the subjunctive, because the subject does not change.
- Submit a written coordination message of at least eight combined sentences.
- Complete a short spoken role-play with a partner or group, or a solo recorded exchange, assigning tasks for a shared project.
Autoevaluación
- Did I use the subjunctive correctly after each desire, need, or recommendation trigger?
- Did I use the infinitive instead of the subjunctive whenever the subject stayed the same?
- Did I keep my address form consistent?
- Could a Spanish-speaking listener or reader understand exactly what I am asking each person to do?
Answer Key
Grammar Practice (Grammar Section)
- organices
- empecemos
- lleguen
- ayude
Guided Practice — Parte A (modelos)
Quiero que mi compañero de cuarto limpie la cocina. Necesito que mi compañero de cuarto limpie la cocina hoy. Other accurate answers using the same pattern are equally acceptable.
Guided Practice — Parte B
- llegues
- traigan
- empecemos
Guided Practice — Parte C
- pintar
- pintes
- organizar
Listening
ayuden (ayudar), compre (comprar), traiga (traer), lleguemos (llegar), empecemos (empezar) — dejemos (dejar) and colaboren (colaborar) are also acceptable additional answers.
Reading Comprehension
1. Deben confirmar si pueden venir el sábado. 2. Porque el trabajo va a tomar varias horas. 3. Recomienda que traigan ropa vieja. 4. Les pide que se lo digan, para organizar mejor los grupos.
Chapter Review — Parte B
1. organices, organicemos, organicen. 2. lleguen. 3. El infinitivo se usa cuando el mismo sujeto hace las dos acciones: Quiero organizar el armario (yo quiero y yo organizo), no Quiero que organice el armario.
Chapter Review — Parte C
1. Deben confirmar si pueden venir, antes del viernes. 2. Les pide que se lo digan para organizar mejor los grupos.
Chapter Review — Parte D, modelo
Necesito que todos ayudemos con el proyecto del pasillo este sábado. Quiero que Ana compre la pintura y que Luis traiga las brochas. Es importante que lleguemos a las nueve de la mañana. Recomiendo que empecemos por el pasillo y que dejemos el armario para después. Espero que todos podamos colaborar, porque va a ser un buen día. Other accurate, well-organized answers combining the required systems are equally acceptable.
Chapter Review — Parte E, modelo
A: Necesito que me ayudes con el proyecto del sábado. B: Claro, ¿qué quieres que haga? A: Quiero que organices el armario. Yo me encargo de la pintura. B: De acuerdo, y recomiendo que empecemos temprano. Use this as a model, not as the only acceptable wording.
Looking Ahead
Lo que ya sabes
You can now form the present subjunctive of regular verbs and a small set of common irregulars, and you can use it after expressions of desire, need, and recommendation. You can distinguish when to use the subjunctive versus the infinitive, and you can coordinate a group task using these patterns alongside your existing command forms, conditional politeness, and combined object pronouns.