Quick Guide
- Keywords: Introductions, name card, group game, pronunciation, interaction
- Learner English level: Elementary
- Learner maturity: University
- Preparation time: 5-10 minutes
- Activity time: 25-30 minutes.
- Materials: Blank A4 paper, markers, pens
Starting the semester with strong student connections helps foster a positive English-learning environment. This self-introduction activity promotes fluency and pronunciation and encourages students to listen and interact with each other. It can also help to lower anxiety and build group rapport, allowing students to engage confidently with each other.
Preparation
Step 1: Prepare A4 sheets of paper for each student.
Step 2: Write a self-introduction script to display during the activity. Number each sentence and leave gaps for personal information. For example:
- Hello everybody. My name’s ____________________ (First and Last Name).
- I am ____ years old.
- I’m from ______________ and I live in __________________ now.
- My major is _________________.
- I like _____________, _______________, and ________________.
- My favorite food is _________________.
- May I sit down? (Yes, you may! / No, you may not.)
For second-year students, you can add the following options:
- This winter vacation, I __________________ (Past Tense Sentence).
- This spring, I want/hope to _________________ (Future Tense Sentence).
Step 3: Fold a piece of A4 paper to create an example name card with your name and self-introduction using the same script.
Procedure
Step 1: Welcome the students. Explain that they are going to introduce themselves in English using a script.
Step 2: Show the script and explain that students should include this information in their introductions.
Step 3: Put students into groups of four or five and give each student one A4 sheet of paper. Ask them to fold it twice to make a standing name card. Show your example name card and explain that this is where they are going to write their information.
Step 4: On one side of the name card, have students write their first and last names. On the other side, ask them to write their self-introduction using the script and fill in their personal information. Monitor and help with grammar and vocabulary as needed.
Step 5: Using your example script, model two example introductions. First, a poor example (no smile, reading too fast, no eye contact), and then a good example (clear, confident, eye contact, natural rhythm).
Step 6: Ask students what the difference between the two examples is, and elicit the following criteria for a good introduction:
- Smile
- Speak clearly (don’t just read)
- Make eye contact
- Pause between first and last name
- Pronounce words correctly
Step 7: Explain the activity rules. Each group will stand in a circle and take turns introducing themselves. Groupmates must listen carefully. After each introduction, the student asks, “May I sit down?” If the criteria are met, the group responds: “Yes, you may!” If not, the group says, “No, you may not!” The student remains standing and tries again later.
Step 8: Demonstrate by giving your full self-introduction. Follow the criteria and share a small piece of personal information to make it feel natural and friendly. At the end, ask the class: “May I sit down?” The class should respond: “Yes, you may!”
Step 9: Give students time to take turns introducing themselves.
Step 10: Continue until all students have introduced themselves and sat down.
Step 11: Mix the groups and repeat the activity until all students have had plenty of practice.
Conclusion
This activity helps students practice introductions, build confidence, and improve pronunciation interactively. It also allows the teacher to assess speaking skills early and efficiently.
