Practicing Spanish Verb Conjugations Using a Videogame

Practicing Spanish Verb Conjugations Using a Videogame

Published on 17  June 2026
by Elena Jiménez Lago, Spanish Division, Modern Languages Centre, Global Cultures and Languages Hub, Xi’an Jiaotong-Liverpool University

Wordwall can be used to create a wide variety of interactive activities and games that help students practise and retain vocabulary and grammar while having fun. This can increase students’ motivation to learn the language.

This activity aims to practice grammar conjugations in an engaging way and support self-study outside class.

Activity length
5 minutes

Technology  used

Wordwall

Course area

Languages, Spanish Language

Level

All Levels

Target skill(s)

Verbs conjugation; interactive classroom activities

Set-ups

Step 1

Visit the website: https://wordwall.net

Step 2
Select “Sign Up” and enter an email address and password to create an account.
Step 3
Log in to your account and select “Create Activity”.
Step 4
Select the “Maze Chase*” template (Image 1).
Step 5
Name the activity and insert the question (for example, the English translation of a verb) together with the answers (mark the correct answer ü and add several incorrect options û). Then add more questions and answers (Image 2).
Step 6
Once you have finished, click “Done”.
Step 7
Select your preferred visual style (Image 3). You can also change the font, set a timer, and specify how many lives students have. Test your activity by clicking “play”.
Step 8
After saving the activity, publish it by clicking “Share” (Image 3) so that students can access it. You can share a link and QR code. Here is a link of a maze chase activity as an example: https://wordwall.net/resource/97669879/spanish/conjugaci%c3%b3n-de-ser

*Maze Chase is available under paid plans. XJLTU GCLH teachers should contact GCLH.IT to enquire about a paid Wordwall account.

Procedure

Step 1

Students can access the activity using either the link or the QR code. (Image 4)

Step 2

Students can check their answers independently.

Step 3

At the end of the game, students can view the correct answers by selecting “Show Answers”, and enter their names on the leaderboard (Image 5).

Step 4
The tutor may offer a small reward (such as a sticker or a piece of candy) to the student who finishes at the top of the leaderboard to encourage motivation and friendly competition.

Caveats and Alternatives

When scanning the QR code with WeChat, the activity may load slowly or fail to open., Therefore, students are advised to open the activity in their web browser after scanning the QR code. (Image 6).

Alternative Wordwall templates can be used for the same activity by students if desired. (Image 7).

Editor: Kun Li ;   Sub-editors: Shuhan Li, Liu Cao (AI Collection);   Copy editors: Helen Beech, Kathryn Paterson, Garth Elzerman;   Graphic designer: Chenyan Zhang

Published by Xi’an-Jiaotong Liverpool University. Ready to TELL online magazine Copyright © 2022 XJTLU

Ice-Breakers with Miro

Ice-Breakers with Miro

Published on 20 March 2026
by Yu Liu & Shuhao Zhang, English Language Centre, Global Cultures and Languages Hub, Xi’an Jiaotong-Liverpool University

Miro is a collaborative online whiteboard that supports real-time language interaction by giving students a shared visual space to contribute simultaneously, respond to peers, and co-construct ideas and vocabulary (e.g., via sticky notes, icons/emojis, and mind maps). It also leaves a clear record of participation for review and feedback. Three activities will be demonstrated: Virtual Name Tags, Emoji Storytelling, and a Collaborative Mind Map.

This activity aims to: 

  • Build Rapport: Help students feel comfortable in the classroom and connect with peers.
  • Encourage Communication: Provide opportunities for students to practice speaking, listening, reading, and writing skills in English.
  • Foster Collaboration: Promote teamwork and interaction in a virtual environment.
  • Develop Academic Skills: Align activities with EAP objectives, such as vocabulary building, critical thinking, and presentation skills.
  • Engage Students: Use interactive tools to make learning fun and engaging.

Activity length
30 minutes

Technology  used

Course area

EAP

Level

All Levels

Target skill(s)

Speaking, Listening, Reading, and Writing

Set-ups

If you don’t have an account, visit Miro and sign up for free.

Step 1: Visit the Miro Website

Open your web browser and go to the official Miro website: https://miro.com.

Step 2: Sign Up

On the homepage, locate the “Sign up free” button.

Step 3: Choose Your Sign-Up Method

Miro offers multiple ways to create an account. You can choose one from the list.

Step 4: Verify Your Email Address

If you signed up using an email address, Miro will send a verification email to the address you provided.

Step 5: Set Up Your Profile

Enter your name.

Choose your role.

Specify your team size or organization type (if applicable).

Click “Continue” to proceed.

Step 6: Create or Join a Team

Miro will ask if you want to create a new team or join an existing one:
To create a new team, enter a team name and invite others via email (optional). To join an existing team, you’ll need an invitation link or email from the team admin

Step 7: Start Using Miro

Once your account and team setup are complete, you’ll be taken to your Miro dashboard.

Procedure

Step 1. Prepare the Board
  • Create a New Board: Miro provides a wide variety of pre-made templates for you to choose from. If you are a first-time user, we highly recommend starting with the “Blank board” template. Simply select it to get started (Image 1).
  • If a webpage like the one shown in Image 2 appears, click the “X” in the top right corner to close it
  • Add Instructions: Click the “T” button on the toolbar on the left side to create a text box at the top of the board (Image 3). In the text box, write clear instructions for the activity. For example: “Welcome! Use two sentences to briefly introduce yourself.” You can use any of the features in the toolbar to make adjustments as needed (Image 4).
  • Organize the Space: Click the “Shapes” button on the toolbar on the left side to select a shape you like (e.g., square, circle, or star) (Image 5). After adding a shape, you can use any features in the toolbar to adjust its size, color, or position as needed (Image 6).

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Step 2. Design Ice-Breaking Activities

You can choose one or more activities based on the students’ proficiency levels and the time available.

Activity 1: Virtual Name Tags

Overview:

Students create personalized name tags using sticky notes to introduce themselves by sharing their name, hometown, and a fun fact.

Instructions:

  • Create Sticky Notes: Click the “Sticky note” button on the toolbar (Image 7) to create sticky notes for students, one for each student. Label each sticky note with a name like “Student 1” (Image 8).
  • Add Prompts: Include questions for students to answer on their sticky notes: “What’s your name?”, “Where are you from?”,What’s one fun fact about you?” (Image 9).

Student Interaction:

Ask students to edit their sticky note with their answers. Once completed, they can read each other’s name tags and have a quick chat in their groups (Image 10).

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Activity 2: Emoji Storytelling

Overview:

Students select emojis from a pre-designed set to describe their personality, hobbies, or interests, and explain their choices in groups or pairs.

Instructions:

  • Create a Prompt & Box: Click the “T” button on the toolbar to add a text box with the prompt “Use 2 emojis to describe your personality or hobbies.” Then, click the “Shapes” button to create a box for emojis (Image 11).
  • Add Emojis: Use Miro’s icon tool to add a variety of emojis to the box created before (e.g., smiley faces, animals, objects) (Image 12 & 13 below).

Student Interaction:

Ask students to create a sticky note by clicking the “Sticky note” button on the toolbar (Image 14). Then, have them select two emojis from the emoji box and drag them onto their sticky note (Image 15). If the sticky note covers the emojis, right-click the note and select “Send to back” to move it behind the emojis (Image 16). Afterwards, students can explain their emoji choices in pairs or small groups.

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Activity 3: Collaborative Mind Map

Overview:

Students collaboratively build a mind map around a central topic (e.g., university goals), adding ideas and vocabulary related to academic, social, and personal aspirations.

Instructions:

  • Create a Mind map: Click the “+” button on the toolbar and select “Mind map” (Image 17). Choose a style you like, then click “Add to board” (Image 18).
  • Create a Topic: Add a central topic like “What are your goals for university?” in the middle of the mind map (Image 19). Click the “+” button to add or delete lines/branches as needed (Image 20).

Student Interaction:

Ask students to add their own information by clicking the text boxes around the lines to share their ideas (Image 21). After all students have finished writing their answers (Image 22), encourage them to share and discuss their ideas with each other in groups or pairs.

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Step 3: Share the Activity
  • Share the Board: Click the “Share” button in the top-right corner of Miro (Image 23).
  • Name the Board. Give your board a title (Image 24) and click “Save”.
  • Generate the link: Choose “Embed” and make sure to uncheck “View only” option. Click “Copy link” to copy the generated link and share it with your students (Image 25). They can use this link to log in and access the board you created.

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Editor: Kun Li ;   Sub-editors: Shuhan Li, Liu Cao (AI Collection);   Copy editors: Helen Beech, Kathryn Paterson, Garth Elzerman;   Graphic designer: Chenyan Zhang

Published by Xi’an-Jiaotong Liverpool University. Ready to TELL online magazine Copyright © 2022 XJTLU