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How to Introduce Yourself to New People

📂 Everyday Life 🎭 Social Skills And First Impressions ⏱ 20–55 min
About this text
🎯 Learning objectives
  • Students can introduce themselves using basic personal information.
  • Students can use common greetings in English ('Hi', 'Hello', 'Nice to meet you').
  • Students can ask simple questions about other people.
  • Students can start, continue, and end a short conversation politely.
  • Students can adapt their introduction to different situations (work, study, social).
  • Students can use follow-up questions to keep a conversation going.
  • Students can reflect on cultural differences in how people meet.
💡 Ideas for using this in a lesson
  • Role-play: students walk around the room and introduce themselves to three different people.
  • Card game: students take a card with a situation ('new job', 'new class', 'wedding', 'coffee shop'). They practise introducing themselves for that situation.
  • In pairs, one student introduces the other to the class.
  • Speed networking: students have 60 seconds each with four different partners. They must introduce themselves and ask one question.
  • Ask students about introduction customs in their culture. Compare with English-speaking ones.
  • Watch a short video clip of a first meeting in English. Students note what works and what doesn't.
  • Students write their own 'introduction script' for a specific situation.
  • Circle introductions: each student adds one more thing about themselves, then repeats what the person before said.
  • Role-play a networking event. Students must talk to three people and remember one thing about each.
  • Record students doing short introductions (with permission). Replay and discuss what was effective.
🏷️ Context
Low ResourcePairworkGroupworkSpeaking PracticeWorks AnywherePersonal TopicRole Play Friendly
📦 Materials needed
None (paper And Pen Optional)
⚠️ Some students feel shy about speaking English in front of others, especially when the topic is personal. Keep it light. Allow students to invent details if they don't want to share real ones ('My name is Maria and I live in Paris'). The goal is to practise the pattern, not to share private information. For quiet students, start with written introductions before moving to spoken ones.
⏱ Duration by level
A1
20 min
A2
25 min
B1
35 min
B2
45 min
C1
50 min
C2
55 min
🎚️ Differentiation tip
For A1 and A2 students, focus on the basic pattern ('Hi, I'm… I'm from… I work/study…'). Drill common phrases and use a lot of repetition. For B1 and B2 students, practise follow-up questions, active listening, and how to keep a conversation going. For C1 and C2 students, look at register, tone, and self-presentation as a performance — the cultural and professional demands behind different 'versions' of oneself. Always give students a chance to rehearse before speaking in front of the whole class.
🌍 Cultural note
How people introduce themselves varies enormously by culture. In English-speaking countries, handshakes, eye contact, and first names are common, but this is not universal. In some cultures, it is more polite to wait to be introduced by someone else; in others, titles and family names matter much more than first names. Small talk — the 'how are you?' that doesn't really expect a long answer — is especially English-speaking, and students from cultures with different norms may find it strange. Discuss these differences openly with your students.
Beginner
Intermediate
Advanced
Duration: 20 min 🎯 Focus: 'I am…'; 'My name is…'; 'I'm from…'; basic greetings; simple yes/no questions
Before You Read / Listen
  • Q1How do you say 'hello' in your language?
  • Q2Do you like meeting new people?
  • Q3What is your name?
  • Q4Where are you from?
  • Q5Do you shake hands when you meet someone new?
The Text
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Meeting new people is important. Here are easy steps.
Step 1 Say hi. 'Hi.' 'Hello.' 'Good morning.' All are okay.
Step 2 Say your name. 'My name is Ana.' Or: 'I'm Ana.'
Step 3 Listen. The other person says their name too.
Step 4 Say: 'Nice to meet you.'
Step 5 Ask one question. 'Where are you from?' 'Do you live here?'
Step 6 Smile. A smile helps a lot.
Step 7 When you go, say: 'Bye.' or 'See you later.'
Remember it is okay to feel a little shy. Everyone does.
Key Vocabulary
hello interjection
a word you say when you meet someone
"Hello, I am Ana."
name noun
what people call you
"My name is Sam."
meet verb
to see and say hello to a new person
"I meet new people at school."
smile noun/verb
to show you are happy with your face
"She has a nice smile."
shy adjective
not able to talk easily with new people
"I feel shy sometimes."
bye interjection
a short word for 'goodbye'
"Bye! See you tomorrow."
from preposition
a word for the place where you live or were born
"I'm from Italy."
Questions
Comprehension
  • What is Step 1?
    Answer
    Step 1 is: say hi (or hello, or good morning).
  • What do you say after the other person tells you their name?
    Answer
    'Nice to meet you.'
  • What is one question you can ask?
    Answer
    'Where are you from?' or 'Do you live here?'
  • What do you say when you go?
    Answer
    'Bye.' or 'See you later.'
  • What helps a lot, in the steps?
    Answer
    A smile.
Vocabulary
  • What does 'shy' mean?
    Answer
    Not able to talk easily with new people. It's a feeling.
  • What does 'meet' mean?
    Answer
    To see and say hello to a new person.
Personal
  • Do you feel shy sometimes when you meet new people?
    Teacher guidance
    Students' own answers. Accept all. This is a warm question — validate the feeling either way.
  • What is one question you ask new people?
    Teacher guidance
    Students' own answers. Examples: 'What is your name?', 'Where are you from?', 'How old are you?', 'What do you do?'. All valid.
Discussion
  • Is it good to smile when you meet new people?
    Discussion prompts
    Prompts for discussion: YES — it shows you are friendly; it makes the other person feel comfortable; it is a common sign of welcome in many cultures. MAYBE — in some cultures, too much smiling can seem strange; a smile should feel real, not fake. Accept all views at A1 level.
Writing Task
Prompt
Write a short introduction about yourself. Use 3–5 short sentences. Say your name, where you are from, and one thing about you.
Model Answer

Hi! My name is Lee.
I am from Korea.
I live in London now.
I am a student.
Nice to meet you.

Activities
  • Role-play in pairs: 'You are new here.' Students practise the seven steps.
  • Circle game: each student says 'Hi, I'm [name]'. The next student says 'Hi [name], I'm [own name].'
  • Students draw a picture of themselves. Under it, they write three short sentences.
  • Listening: teacher says an introduction. Students raise their hand when they hear a step from the text.
  • Pair practice: one student pretends to be a new classmate. The other introduces themselves.
  • Greeting match: students match greetings (Hi / Hello / Good morning / Nice to meet you) with pictures or times of day.
Duration: 25 min 🎯 Focus: Present simple for routines; 'How about you?'; simple questions with 'Where', 'What', 'Do you…?'
Before You Read / Listen
  • Q1When was the last time you met someone new?
  • Q2What do you usually say when you meet someone for the first time?
  • Q3What do you think is a good first question to ask a new person?
  • Q4How do people in your country greet each other?
  • Q5Is it hard or easy for you to start a conversation with someone new? Why?
The Text
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Meeting new people is a skill. Like any skill, you can get better at it with practice. Here is a simple way to start.
1. Start with a greeting. 'Hi' or 'Hello' is fine. At work or in more formal places, you might say 'Good morning' or 'Pleased to meet you'.
2. Say your name clearly. Don't say it too fast. If your name is difficult in English, it is okay to say it slowly, or to say: 'My name is Javier — you can call me Javi.'
3. Listen carefully to the other person's name. If you miss it, it is okay to ask: 'Sorry, what was your name again?' Most people are happy that you cared enough to ask.
4. Ask a simple question. 'Where are you from?', 'What do you do?', or 'How do you know the host?' are all good at a party. 'How was your weekend?' is good at work on a Monday.
5. Listen to the answer. Then say something back. If they say they are from Spain, you can say: 'Oh, I've never been. Where in Spain?' A good conversation is like tennis. You hit the ball back.
6. Share a little about yourself, too. Don't ask question after question without saying anything. A conversation is not a job interview.
7. If you need to leave, say so politely. 'It was nice to meet you.' 'I hope to see you again.'
Don't worry about being perfect. People remember how you made them feel, not every word you said.
Key Vocabulary
greeting noun
a polite word or action when you meet someone ('hello', a wave, a handshake)
"A greeting is the first thing you say."
clearly adverb
in a way that is easy to understand
"Say your name clearly."
formal adjective
careful, polite; used at work or in serious places
"Use formal English at work."
polite adjective
kind and with good manners
"Be polite when you meet someone new."
conversation noun
a talk between two or more people
"We had a nice conversation."
host noun
the person who invites you to their home or party
"How do you know the host?"
share verb
to tell or give something to another person
"Share a little about yourself, too."
interview noun
a formal meeting where someone asks you questions, often for a job
"A conversation is not a job interview."
Questions
Comprehension
  • What is the writer's first step?
    Answer
    Start with a greeting — 'Hi' or 'Hello', or something more formal like 'Good morning' or 'Pleased to meet you' at work.
  • What should you do if you didn't hear someone's name clearly?
    Answer
    Ask: 'Sorry, what was your name again?' The writer says most people are happy that you cared enough to ask.
  • What three questions does the writer say are good at a party?
    Answer
    'Where are you from?', 'What do you do?', and 'How do you know the host?'
  • What question is good at work on a Monday?
    Answer
    'How was your weekend?'
  • Why does the writer compare a conversation to tennis?
    Answer
    Because in a good conversation you 'hit the ball back' — you listen to what the other person says and respond, instead of just asking question after question.
  • What do people usually remember about a first meeting?
    Answer
    How you made them feel — not every word you said.
Vocabulary
  • What is a 'greeting'?
    Answer
    A polite word or action (like 'hello', a wave, or a handshake) when you meet someone.
  • What does 'host' mean?
    Answer
    The person who invites you to their home or their party — the person in charge.
  • What's the difference between 'formal' and 'informal' in the text?
    Answer
    'Formal' is careful and polite, used at work or in serious places (like 'Pleased to meet you'). Informal is more relaxed, used with friends (like 'Hi').
Inference
  • Why does the writer say 'don't ask question after question without saying anything'?
    Suggested interpretation
    Because asking only questions makes it feel like an interrogation or a job interview, not a conversation. A real conversation goes both ways — you share a little about yourself too. The other person wants to know you, not just be questioned by you.
  • What does the writer mean by 'if your name is difficult in English'?
    Suggested interpretation
    The writer is being practical — names from other languages can be hard for English speakers to pronounce. The writer suggests a friendly solution: give a short or easy version ('you can call me Javi'). This is kind to both sides and prevents awkward moments where your name is mispronounced.
Discussion
  • Do you think meeting new people is a 'skill' you can learn, like the writer says? Or is it something you are born good at?
    Discussion prompts
    Prompts: SKILL view — you can learn techniques, practise scripts, and become more comfortable with practice; shy people can and do become better at this. BORN WITH IT view — some people have natural warmth and confidence that can't be taught; extroverts find it easier than introverts. Real answer likely: both — natural tendency matters, but a lot can be learned. Encourage personal examples.
  • What is a good question to ask someone new? What is a bad question to ask?
    Discussion prompts
    GOOD questions are open, not too personal, and invite the other person to share ('How do you know the host?', 'What brought you here?'). BAD questions can be too personal (age, salary, marital status for new strangers), too political, too complex, or closed (yes/no answers don't help the conversation grow). Accept student examples; discuss in class.
Personal
  • What is one question you find easy to answer about yourself? What is one question you find hard?
    Teacher guidance
    Students' own answers. Listen for patterns: often easy questions are about facts (name, nationality, job), and hard questions are open-ended ('Tell me about yourself') or personal. Normalise the difficulty of the open-ended ones — most people find them hard.
  • Describe a time when you met someone new and had a good conversation. What made it good?
    Teacher guidance
    Students' own answers. Listen for: the other person asked follow-up questions, both people shared, there was laughter, they found something in common, neither felt rushed. These are all ingredients of a good first meeting. Reinforce that students can create these conditions themselves.
Writing Task
Prompt
Write a short dialogue (6–10 lines) between you and someone new. You are meeting for the first time at a party, a new job, or a language class. Use at least four of the steps from the text.
Model Answer

At a language class, on the first day.

YUKI: Hi! I'm Yuki.
MAX: Hello, I'm Max. Nice to meet you.
YUKI: Nice to meet you too. Where are you from, Max?
MAX: I'm from Germany, from a small town near Munich. How about you?
YUKI: I'm from Japan. This is my first week in Dublin.
MAX: Oh, really? How are you finding it so far?
YUKI: It's good — but the weather is very different!
MAX: Yes, I know what you mean! Are you studying English here, or working?
YUKI: I'm studying. I want to work in tourism one day.
MAX: That sounds great. Well, it was nice to meet you, Yuki. See you in class tomorrow?
YUKI: Yes, see you!

Activities
  • Speed networking: students have 60 seconds with each partner. They must use at least four of the seven steps.
  • 'Tennis' practice: in pairs, one student asks a question, the other answers AND asks a question back. They try to keep the conversation going for two minutes.
  • Students read the model dialogue. In pairs, they perform it out loud. Then they rewrite it for a different situation (a job interview, a wedding, a football game).
  • Observation game: students watch a short film clip of characters meeting for the first time. They identify which of the seven steps each character does.
  • Class walk-around: students must meet three new people (or people they know less well) and learn one new thing about each.
  • Comparison: in pairs, students compare how people introduce themselves in their culture vs. in English-speaking cultures. Share with the class.
  • The 'name problem': students discuss how they handle it when their name is hard for English speakers. What works? What doesn't?
Duration: 35 min 🎯 Focus: Present perfect for experience; follow-up questions; small talk language; hedging ('I suppose', 'I think')
Before You Read / Listen
  • Q1What makes a good first impression? What makes a bad one?
  • Q2Do you prefer meeting people one-on-one, in small groups, or at big events? Why?
  • Q3Have you ever met someone and immediately liked them? What was it about them?
  • Q4Is 'small talk' useful, or is it a waste of time?
  • Q5Is it harder to meet new people in a second language, or is it sometimes easier?
The Text
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The first thirty seconds of meeting someone often matter more than the next thirty minutes. That is not because first impressions are always fair — they are not — but because they are sticky. What someone decides about you in those first seconds tends to shape everything that follows. The good news is that there are a few simple things you can do, and they do not depend on being a confident person or a great talker.
1. Pay attention to your body before you pay attention to your words. Stand up straight. Uncross your arms. Keep your phone in your pocket. If you are sitting, turn your body toward the person you are meeting, not away from them. Small physical signals tell people whether you are open to them, often before you have said a single word.
2. Give your name slowly and make eye contact while you do. 'Hi, I'm Marco.' If your name is unusual in the country where you are, you can add a friendly note: 'Marco — it's Italian.' This gives the other person something to reply to, and it turns a small potential awkwardness into a small connection.
3. After you have said your name, ask a real question. Not 'how are you?' — which is a polite nothing that gets a polite nothing in reply — but something with some substance. 'What brings you here?' works at events and parties. 'How did you end up in this line of work?' works in professional settings. The goal is to invite a real answer.
4. Listen to the real answer. This sounds obvious, but it is where most people fail. We tend to half-listen while thinking about the next thing we will say. Try to do the opposite: fully listen, then let a moment of silence pass, then respond. The silence, which feels long to you, will feel natural to the other person.
5. Find something to share. A good conversation is not a question-and-answer session; it is a mutual exchange. If the other person tells you they have just moved to the city, say something about your own experience of moving, or about something interesting in the city. You are not interviewing them — you are making a small piece of shared ground.
6. Watch for signs that the conversation is finding its own rhythm. If you both laugh at something small, if you both lean slightly forward, if one of you accidentally talks over the other and neither minds — these are good signs. A first conversation that has these moments is almost always worth repeating.
7. Leave well. Many people are good at starting conversations but bad at ending them, so they stay too long, or they drift away awkwardly. A clean ending is a gift. Something simple like: 'It has been really nice talking to you — I'm going to get another drink, but I hope we run into each other again later' works in almost any social setting. At work, something like: 'Good to meet you — I'll look out for your next email' does the job.
If you remember only one thing from all of this: people feel grateful when someone is genuinely interested in them. The interest does not have to be clever, or well-phrased, or even particularly articulate. It just has to be real.
Key Vocabulary
first impression noun phrase
the opinion someone forms when they first meet or see you
"First impressions are hard to change."
sticky adjective
(used figuratively) hard to change, difficult to shake off
"First impressions are sticky."
signal noun
a sign that shows information or feeling
"Small physical signals tell people you are open."
substance noun
real meaning or content
"Ask a question with some substance."
mutual adjective
going both ways; shared between two people
"A good conversation is a mutual exchange."
rhythm noun
a pattern of movement or sound; a natural flow
"The conversation found its own rhythm."
drift away phrasal verb
to move away slowly, usually without a clear ending
"Some people drift away awkwardly."
genuine adjective
real, honest, not pretended
"Be genuinely interested in the person."
articulate adjective
able to express yourself clearly
"Your interest does not have to be articulate."
Questions
Comprehension
  • Why does the writer say the first thirty seconds of meeting someone matter so much?
    Answer
    Because first impressions are 'sticky' — what someone decides about you in those first seconds tends to shape everything that follows. The writer acknowledges this is not always fair, but it is how it works.
  • What does the writer advise you to do BEFORE you think about your words?
    Answer
    Pay attention to your body: stand up straight, uncross your arms, keep your phone in your pocket, and if sitting, turn your body toward the person. These small physical signals show you are open.
  • Why does the writer say 'How are you?' is not a good question to ask?
    Answer
    Because it is 'a polite nothing that gets a polite nothing in reply'. It does not invite a real answer — most people just say 'fine' and move on. The writer suggests asking questions with more 'substance' instead.
  • What does the writer say is where 'most people fail'?
    Answer
    At listening. Most people half-listen while thinking about the next thing they will say. The writer advises the opposite: fully listen, then let a moment of silence pass, then respond.
  • What three signs show that a conversation is finding its rhythm?
    Answer
    You both laugh at something small; you both lean slightly forward; one of you accidentally talks over the other and neither minds.
  • What example does the writer give of a good ending at a social event?
    Answer
    'It has been really nice talking to you — I'm going to get another drink, but I hope we run into each other again later.'
  • According to the final paragraph, what is the one thing that matters most?
    Answer
    Real, genuine interest in the other person. The writer says the interest does not need to be clever, well-phrased, or articulate — it just has to be real.
Vocabulary
  • What does 'sticky' mean in 'first impressions are sticky'?
    Answer
    Used figuratively — hard to change, difficult to shake off. Once someone has formed a first impression of you, it tends to stay, even when later evidence contradicts it.
  • What's the difference between 'genuine interest' and 'articulate interest' as the writer uses them?
    Answer
    'Genuine' means real, honest, not pretended. 'Articulate' means well-expressed. The writer is saying your interest does not need to be ARTICULATE — beautifully worded — but it does need to be GENUINE. A badly phrased but real interest beats a well-phrased fake one.
  • Find a word in the text that means 'shared between two people'.
    Answer
    'Mutual' — a good conversation is a 'mutual exchange'.
Inference
  • Why does the writer include 'you are not interviewing them — you are making a small piece of shared ground'?
    Suggested interpretation
    Because the writer has seen people treat first meetings like an interrogation: lots of questions, no personal sharing. This can make the other person feel examined rather than met. The phrase 'shared ground' reframes the goal: you are not gathering data, you are building something small and mutual between you.
  • What does the writer mean by 'the silence, which feels long to you, will feel natural to the other person'?
    Suggested interpretation
    People who are anxious often feel that any silence in a conversation is awkward or their fault. The writer is reassuring us that what feels like an uncomfortable silence to us is barely noticed by the other person — and in fact, a brief pause shows you are really listening and thinking. This is an important psychological reassurance for shy speakers.
  • What is the writer's attitude to people who are naturally shy or quiet?
    Suggested interpretation
    Sympathetic and practical. The writer specifically says the advice 'does not depend on being a confident person or a great talker'. The whole piece is structured around small, concrete things anyone can do. The writer seems to be writing for quieter people and reassuring them: you can do this.
Discussion
  • The writer says first impressions are 'sticky' and not always fair. Should we fight against this — by not judging others quickly — or just accept it?
    Discussion prompts
    Prompts: FIGHT — fast judgements are often biased (by appearance, accent, class); a just world would reward consistent behaviour, not first-meeting charm; noticing the unfairness is the first step to reducing it. ACCEPT — first impressions are cognitively efficient; we don't have time to form slow impressions of everyone; the real task is to be better at making GOOD first impressions, not to wish they didn't matter. Real answer probably: both — we should try to be slower judges of others and also be realistic about how we ourselves are judged.
  • The writer suggests that small talk ('How was your weekend?', 'What brings you here?') can either be meaningless or meaningful. What makes the difference?
    Discussion prompts
    Prompts: REAL small talk has real curiosity behind it — the asker actually wants to know; the pattern is traditional but the content is honest. EMPTY small talk is a script both people run without attention, getting scripted answers in return. The difference is not the words but the attention. Good small talk is a small doorway into a real conversation; bad small talk keeps the door firmly closed. Discuss examples from students' experience.
  • Is it possible — or desirable — to teach these skills, or do they have to be learned through personal experience?
    Discussion prompts
    Prompts: TEACHABLE — almost everything in this text is learnable; confident people often got that way through practice, not birth; explicit teaching reduces the class of 'naturally confident' to a set of skills anyone can acquire. EXPERIENCE-BASED — some of it only clicks when you have been bad at it and felt the feedback; reading about it isn't the same as doing it; personal style matters, and rules can flatten that. Real answer: probably both — teach the patterns, but practice is what makes them yours. Students' own views.
Personal
  • Which of the seven steps in the text is the hardest for YOU personally, and why?
    Teacher guidance
    Students' own answers. Common answers: step 4 (really listening instead of planning the next thing to say); step 5 (knowing what to share without oversharing); step 7 (leaving cleanly — this is often the trickiest); step 1 (body language, especially for anxious students). Listen to what students identify; that is the area they most need to practise.
  • Tell us about someone who is very good at meeting new people. What do they actually do?
    Teacher guidance
    Students' own answers. Listen for patterns: they remember names; they ask follow-up questions; they make the other person feel like the most interesting person in the room; they share vulnerably without being heavy; they laugh easily; they don't seem to need to prove anything. These are teachable behaviours, and naming them demystifies 'charm'.
Writing Task
Prompt
Write a short 'guide for a nervous person' (200–300 words) about meeting new people at one specific event: a new job, a new class, a friend's party, a work conference, or a wedding. Use at least four of the seven steps from the text, and give one piece of advice the text does NOT give.
Model Answer

A short guide for someone who is nervous about their first day at a new job.

The first thing to remember is that almost everyone in the room remembers being the new person, and most of them will be kind. You do not have to be impressive — you just have to be real.

Before you arrive, take three slow breaths. This is not a test. Your only job today is to meet people and learn their names, not to prove you deserve to be there.

When you introduce yourself, keep it short. 'Hi, I'm Maya — I just started on the marketing team.' Say your name clearly. Make eye contact. Don't apologise for being new; this is a job, not an audition.

Ask real questions. Not 'how long have you worked here?' — which everyone has been asked many times — but something more specific, like 'what are you working on at the moment?' or 'how did you end up in this team?' You will learn much more, and the other person will feel that you are genuinely interested.

Listen to the answer. Don't spend the whole time thinking about what to say next. If you forget someone's name, it is fine to ask again later. People would much rather you ask than pretend.

Finally — and this is not in the guide — take a small notebook, and at the end of each day write down the names of everyone you met and one thing about each of them. On day two, use those facts. 'How was the presentation you were preparing yesterday?' The effect is small and remarkable. People notice when they are remembered.

Activities
  • The seven-step audit: students think of a recent real first meeting. They go through the seven steps and mark which ones they did, which they did not, and which they could have done better.
  • Silence practice: in pairs, students have a conversation but with a rule — they must wait for one full breath after the other person finishes before speaking. Discuss afterwards: how did the silence feel? What did it change?
  • The boring question vs. the good question: teacher gives a list of 'polite nothing' questions ('How are you?', 'How was your weekend?'). In groups, students rewrite each into something with more 'substance'.
  • Leaving well: students role-play a conversation and must try to leave it cleanly after two minutes, using at least one of the writer's goodbye phrases. Discuss: what was hard about it?
  • Small observations game: each student observes one classmate they don't know well during the first ten minutes of class, paying attention to body language signals. Later, they share (kindly) one specific thing they noticed.
  • Conference simulation: students are given name badges with made-up jobs ('marketing lead at Spotify', 'freelance illustrator'). They must network for 15 minutes and try to find three people whose work connects to theirs.
  • Style rewrite: students take the A2 version of this text and rewrite three specific sentences in the style of the B1 version. Discuss what changed and why.
Duration: 45 min 🎯 Focus: Register variation; rhetorical questions; self-presentation as strategy; 'depending on…', 'it depends on'
Before You Read / Listen
  • Q1Do you present yourself differently to different people? Is that dishonest, or is it just being appropriate?
  • Q2Can you 'introduce yourself' in a way that is completely true — without editing, without emphasis, without leaving anything out?
  • Q3What is the difference between shyness and genuine humility?
  • Q4Is confidence something you have, or something you show?
  • Q5Who taught you — directly or by example — how to meet new people? What did you learn from them?
The Text
Listen to the text Download
Somewhere in the last thirty years, introducing yourself has become something people are expected to do professionally. It used to be a social skill, used mostly at parties and weddings. Now it is a workplace requirement, a conference expectation, a networking event obligation. There are coaching services, online courses, and endless articles about how to 'nail your thirty-second pitch'. Much of this advice is useful. Some of it is strange. All of it reveals something about how we have come to think about meeting other people.
At its simplest, introducing yourself is a coordination problem. Two strangers are in a room. Neither knows anything about the other. Both need to establish, quickly, whether there is any reason to keep talking, and in some professional settings whether this conversation might matter for their work later. The exchange of names, roles, and short personal context solves this problem — badly, but tolerably. We know roughly who we are talking to; the work of the conversation can begin.
But this practical framing misses almost everything important about the moment. When you tell someone your name and what you do, you are not just exchanging data. You are making a small series of choices. Which first name? (I know people who go by three different versions of their name in three different contexts.) Which job title? (The official one on the contract, or the one that describes what you actually do?) Which piece of personal context? (Your children if you have them, your weekend running if that is the group, your home country if that is interesting here.) Every introduction is edited, whether the writer admits it or not.
The question is not whether to edit — that is impossible not to do — but to edit honestly. The dishonest version uses editing to present a person the speaker wishes they were. The honest version uses editing to bring forward the parts of the speaker that are most relevant and alive for this particular conversation. A parent introducing themselves at a school event will reasonably lead with their children; the same parent at a professional conference might not mention them for an hour. Neither is a lie. Context decides which version of a self is the one currently in play.
Something similar is true of tone. The warm, slightly vulnerable self who works well at a friend's birthday would misfire at a formal interview. The composed, careful self who works in the interview would be cold and strange at the birthday. We speak, without thinking, in the register of the room. This is a skill, and it is not universally distributed. Some people — often those who grew up moving between social worlds — acquired it early. Others have to learn it later, and sometimes the learning is uncomfortable.
What most people find hardest about introducing themselves is not the technique but the authority. To stand in a room of strangers and say 'I am X, and I do Y' is to make a claim. The claim may be modest, but it is still a claim, and it requires you to believe, at least for a second, that your name and role are worth the other person's attention. Many quiet or self-doubting people cannot, in the moment, believe this. The result is the apologetic introduction: the half-swallowed name, the quick minimising of the role, the hurried move to a question about the other person so as not to stay in the spotlight. This is often charming. It is also a small betrayal — you have not introduced yourself; you have performed the absence of a self, and the other person is left with less information than they needed.
The small remedy, for those of us who tend this way, is to practise the introduction in private, out loud, with the exact phrasing you would use in public. Not so that you perform a false confidence, but so that your real self — the one that is entitled to its own name and role — has rehearsed saying so clearly enough to be audible under pressure. It is not a trick. It is a small kindness to the other person, who cannot meet you if you have not arrived.
Key Vocabulary
coordination problem noun phrase
a situation where two or more people need to align their actions for both to succeed
"Introducing yourself is partly a coordination problem."
tolerably adverb
acceptably, though not well
"It solves the problem tolerably."
context noun
the situation or setting in which something happens
"Context decides which version of yourself is in play."
register noun
the style of language appropriate for a situation (formal, casual, technical, etc.)
"We speak in the register of the room."
authority noun
the right or confidence to speak as though what you say matters
"Introducing yourself requires a small amount of authority."
minimise verb
to make something seem smaller or less important than it is
"He minimised his role out of nervousness."
betrayal noun
an act of being disloyal, especially to yourself or your values
"The apologetic introduction is a small betrayal of the self."
spotlight noun
the centre of attention
"Some people rush out of the spotlight quickly."
rehearse verb
to practise something before doing it in public
"Rehearse the introduction out loud."
entitled to adjective phrase
having the right to something
"You are entitled to your own name and role."
Questions
Comprehension
  • What shift does the writer identify in how we think about introductions over the last thirty years?
    Answer
    Introductions used to be a social skill, used mostly at parties and weddings. Now they have become 'a workplace requirement, a conference expectation, a networking event obligation' — with coaching services and articles about how to 'nail your thirty-second pitch'. The writer calls this out as a change that reveals something about how we think about meeting others.
  • According to the writer, what 'coordination problem' does an introduction solve?
    Answer
    Two strangers need to establish, quickly, whether there is any reason to keep talking, and whether the conversation might matter later. The exchange of names, roles, and personal context solves this — 'badly, but tolerably'. The writer is clear that this practical framing misses almost everything important about the moment.
  • What does the writer say every introduction involves, whether we admit it or not?
    Answer
    Editing. Every introduction is edited — which first name, which job title, which piece of personal context to share. The writer argues the question is not whether to edit (that is impossible not to do), but to edit honestly.
  • What is the writer's distinction between 'dishonest' and 'honest' editing?
    Answer
    Dishonest editing uses editing to present a person the speaker wishes they were. Honest editing uses editing to bring forward the parts of the speaker that are most relevant and alive for this particular conversation. Context decides which version of the self is 'currently in play'.
  • What does the writer mean by 'speaking in the register of the room'?
    Answer
    Adjusting tone to the social context — the warm, slightly vulnerable self that works at a friend's birthday would misfire at a formal interview, and vice versa. We do this without thinking, but it is a learned skill, and the writer notes it is not universally distributed.
  • What does the writer say most people find hardest about introducing themselves?
    Answer
    Not the technique but the authority — the confidence required to stand in a room and make the claim 'I am X, and I do Y'. Many quiet or self-doubting people cannot, in the moment, believe the claim is worth the other person's attention.
  • What is the 'apologetic introduction' the writer describes, and what is wrong with it?
    Answer
    It is an introduction where the speaker half-swallows their name, quickly minimises their role, and rushes to ask about the other person. The writer says this is often charming but also 'a small betrayal' — the speaker has not introduced themselves; they have performed 'the absence of a self', and the other person is left with less information than they needed.
Vocabulary
  • What does the writer mean by 'authority' in this context?
    Answer
    Not power over other people, but the internal confidence or right to speak as though what you say matters. The writer frames this as the hardest part of introductions — believing, even for a second, that your name and role deserve the other person's attention.
  • What is a 'register' in the linguistic sense the writer uses?
    Answer
    The style of language appropriate to a given social situation — formal, casual, technical, intimate, etc. Different situations call for different registers; people who can switch smoothly between them are usually more socially effective.
  • The writer describes the apologetic introduction as 'a small betrayal'. What is being betrayed, and why is it 'small'?
    Answer
    The self is being betrayed — specifically, your own right to take up space and say clearly who you are. It is 'small' because nothing catastrophic happens, the other person probably doesn't notice, and no visible harm is done. But something is still lost: the honest exchange the introduction was supposed to be. The writer is careful not to overdramatise this, but also not to dismiss it.
Inference
  • Why does the writer spend a paragraph on 'the register of the room' before getting to the harder point about authority?
    Suggested interpretation
    The register paragraph is a milder, easier-to-accept claim — everyone adjusts tone to context, and most readers will nod. By establishing this first, the writer earns credibility for the harder claim that follows: that what most people find hardest is not tone but the deeper issue of believing they have the right to speak at all. The softer point prepares the ground for the more uncomfortable one.
  • What does the writer imply about why some people acquire social register 'early' and others 'later'?
    Suggested interpretation
    The writer implies this is a class and cultural issue without fully naming it. 'Those who grew up moving between social worlds' — people who were, for example, middle-class children who also spent time in working-class settings, or who moved countries, or who attended schools that mixed registers — pick up the skill easily. Others, who grew up in one register, encounter switching later, and the learning can be uncomfortable. The writer handles this delicately but the point is clear.
  • The writer describes the small remedy as practising 'with the exact phrasing you would use in public'. Why is that specific phrasing important?
    Suggested interpretation
    Because vague practice produces vague public results. If you rehearse in approximate terms ('I'll say something about being a designer'), then in the actual moment you will still have to compose the sentence under pressure — and under pressure the apologetic version tends to win. If you practise the specific words ('I'm Sara, I design book covers'), those words are already available. The writer is offering a practical move, not a pep talk.
  • What is the writer's implicit view of self-help advice about 'the thirty-second pitch'?
    Suggested interpretation
    Sceptical but not dismissive. The writer acknowledges that 'much of this advice is useful. Some of it is strange.' But the writer's own framing is very different: introductions are not pitches, they are moments of honest self-presentation under social pressure. The pitch model suggests a sales interaction; the writer's model suggests something more like mutual arrival. This is a quiet critique of how the professional world has commodified introductions.
Discussion
  • The writer distinguishes 'honest editing' from 'dishonest editing' of the self. Is this distinction always clear in practice? Where is the grey area?
    Discussion prompts
    Prompts: CLEAR at the extremes — 'I'm a doctor' when you are not is dishonest; mentioning your children at a school event is honest. GREY in the middle — what about emphasising a recent success but leaving out a recent failure? What about using a more impressive-sounding job title than your contract says? What about leaving out a family member because you know the person you're meeting has strong opinions about that family member's profession? In each case, you can argue both ways. The honest reading of oneself is itself a skill and a discipline.
  • Is the 'apologetic introduction' always a betrayal, as the writer claims? Or is there genuine virtue in modesty?
    Discussion prompts
    Prompts: AGAINST THE WRITER — in some cultures, modesty is a genuine virtue, not a self-doubt problem; a confident American-style introduction can seem arrogant or performative elsewhere; downplaying oneself can be part of inviting the other person in. WITH THE WRITER — cultural modesty is different from the panicked minimising the writer describes; true humility knows what it is being humble about, while apologetic introductions often come from not believing you have a right to any space at all; the distinction is between CHOSEN modesty and REFLEX self-erasure. Discuss which side students recognise in themselves.
  • The writer says the ability to switch register 'is not universally distributed'. What follows from that observation?
    Discussion prompts
    Prompts: SOCIAL IMPLICATION — unequal distribution of a key social skill means unequal outcomes; people with early exposure to multiple registers have professional advantages that are not visible as advantages; institutions reward this invisibly and call it 'fit'. TEACHING IMPLICATION — if it can be learned, it can be taught; language classes, professional mentorship, and explicit coaching can help; the alternative is to leave the skill as a class marker. A serious conversation about access, fairness, and what we call 'professionalism'.
  • Can an introduction ever be both fully honest AND strategically edited at the same time?
    Discussion prompts
    Prompts: YES — editing and honesty are not opposites; editing is about emphasis, not invention; as the writer argues, honest editing foregrounds what is true and relevant. NO — any editing involves suppression; whatever you leave out is a small dishonesty; strategy and honesty are in tension by nature. The writer takes the YES position, but the discussion can be rich. Where is the real line?
Personal
  • Have you ever introduced yourself in a way that felt like the 'apologetic introduction'? What was happening underneath?
    Teacher guidance
    Students' own answers. Common patterns: meeting someone you found impressive; meeting someone in a language you were unsure of; being asked about a job you were underpaid for or didn't love; meeting a professional peer in a much more senior role. Listen for the underneath: often it is not lack of skills but lack of authority — the feeling that you do not quite belong where you are standing. Normalise this.
  • Describe a time you adjusted your 'register' to a situation — successfully or unsuccessfully. What did you learn?
    Teacher guidance
    Students' own answers. Common examples: going home after time in another country and finding family speech felt off; meeting parents of a new partner; moving between formal work settings and informal social ones; crossing industries. Listen for the insight — often it is the moment when someone realised they HAD a register they had previously taken to be their only self. That is usually when learning begins.
Writing Task
Prompt
Write a short reflective piece (300–400 words) on the question: 'Which version of myself do I introduce first, and why?' Draw on at least two contrasting situations from your own life (for example: work and family, or two different work contexts). Try to distinguish, as the writer does, between honest editing and dishonest editing — and to notice where the line is for you.
Model Answer

Which version of myself do I introduce first, and why?

I have been noticing, with some discomfort, that I introduce myself differently at my partner's family gatherings and at industry conferences. At conferences, I lead with my job: 'I run the research team at a small design firm in Lisbon.' The sentence is confident, specific, and says something about how I spend Monday to Friday. At family gatherings, I lead with my connection to my partner: 'I'm Sofia — I'm with João.' The sentence is warm, modest, and says something about where I fit in the room. Both sentences are true. Neither is a lie. Together, they describe a particular kind of editing that I had not fully noticed I was doing.

The discomfort is not that I present myself differently in different places — everyone does this, and doing so well is part of being socially competent. The discomfort is that, at family gatherings, I consistently lead with the relational version of myself even when people there also know about my work and would be interested. I edit out the research team not because it is irrelevant but because I am unsure whether leading with work would seem arrogant or cold in that room. The edit is therefore defensive, not descriptive. I am protecting myself against a reaction that may not even be coming.

At conferences, a similar thing happens in reverse. I rarely mention my partner, my flat, my Sunday routines, the fact that I now read more fiction than non-fiction. I edit these out because the conference register has taught me that work is the currency of these conversations and personal material is off-topic. But much of what makes me interesting as a colleague — curiosity, patience, a willingness to think beyond the immediate problem — comes from those Sunday afternoons. Editing them out produces a version of me that is slightly thinner than I am.

The writer's distinction between honest and dishonest editing helps me locate the problem. The editing I do is not, strictly speaking, dishonest. But it is defensive — it protects me from reactions I fear rather than presenting me to the person in front of me. Honest editing foregrounds what is true and alive for this conversation. My editing often foregrounds what I think the audience will be comfortable with.

I don't yet know what to do about this. I suspect the first step is noticing it, and the second is, occasionally, to introduce myself less defensively and see what happens. I will report back.

Activities
  • Two-version introduction exercise: each student writes two introductions of themselves for two different contexts (e.g. work and social). They read both out loud in pairs. Discuss: what got included, what got left out, and why?
  • Register comparison: teacher reads four anonymous introductions — one at a funeral, one at a dating app speed round, one at a start-up pitch, one at a school parents' evening. Students identify the register features (word choice, tone, length, what is shared).
  • Authority drill: in pairs, students take turns saying their own introduction with the CONFIDENCE of a more senior version of themselves (ten years from now, well-respected, secure in their work). Notice what changes — in tone, in body, in the listener's response.
  • The apologetic introduction in slow motion: volunteers give an apologetic introduction deliberately, exaggerating every feature (the half-swallowed name, the quick minimising, the rush to the other person). Discuss: what signals are we receiving, exactly? Then redo it with full presence.
  • Editing-honesty clinic: each student writes four facts about themselves. They choose ONE to lead with for a given imaginary context. They defend their choice to the group. The group checks: is this honest editing, or defensive editing?
  • Style and tone comparison: students find a paragraph in the B1 text and a paragraph in the B2 text on a similar point. They list specific differences in register, sentence length, word choice, and tone.
  • Class-and-culture conversation: a careful, well-facilitated discussion about who finds it easiest to 'speak in the register of the room' and why. Students reflect on their own trajectory.
  • Rehearsal as kindness: students practise one introduction they actually need to give in the next week. They rehearse it out loud, in the exact phrasing they will use. They discuss afterwards: did it feel fake, or did it feel like preparation? What is the difference?
Duration: 50 min 🎯 Focus: Extended argument; hedging and qualification; rhetorical questions; cultural criticism
Before You Read / Listen
  • Q1Is 'being yourself' a coherent instruction, or does the self change depending on who is watching?
  • Q2What is the difference between shyness, humility, and self-effacement — and which does our culture reward?
  • Q3If introductions have become 'professional', what have they stopped being?
  • Q4Is there anything we genuinely give up when we get better at meeting strangers?
  • Q5Whose version of 'a good introduction' are we typically being asked to learn?
The Text
The cultural industry that has grown up around the introduction — the LinkedIn tagline, the conference badge, the 'elevator pitch' — deserves more scrutiny than it usually receives. For most of history, introducing yourself to a stranger was a local social skill, picked up informally, with clear and largely unconscious conventions: your family knew how to do it, and you picked it up by watching them. The professional introduction, with its timing, its hooks, its unspoken expectation of a kind of performed availability, is a more recent creature. It deserves our interest not because it is bad, but because we have been asked to practise it without, very often, noticing that we are being asked.
Consider what is actually being optimised when we are told to 'nail our introduction'. The implicit target reader is a professional acquaintance we will meet briefly and may want something from later — a colleague, a client, a potential employer. The successful introduction is the one that makes the right impression on that person, quickly, in a way that supports future transactions. None of this is wrong. But it is noticeable how the dominant vocabulary of self-introduction, in the anglophone professional world, now runs through this particular kind of interaction. Most of our introductions are not of this kind at all. They are to neighbours, to friends of friends, to other parents, to strangers we ask for directions. In all of these, the 'professional pitch' register is wildly inappropriate, and yet it is the register our cultural training has made most explicit.
There is a reason for this. Professional introductions produce measurable outcomes — interviews, business, opportunities. Social introductions produce only the texture of a life, which is harder to measure and easier to ignore. Advice therefore accumulates around the first kind and not the second. If you are anxious about meeting a senior colleague at a conference, an entire industry is ready to help you; if you are anxious about meeting your new neighbour, you are broadly on your own. The unequal distribution of help is itself a small indicator of what our culture has come to think matters.
I want to take seriously the case that this is not merely a loss. The professionalisation of the introduction has, for many people, made social interaction more accessible. Those who did not grow up being taught these conventions by osmosis can now learn them explicitly — a democratic gain, whatever we think of the content. The self-help literature around introductions has undone a certain amount of class snobbery, by making visible the rules that used to be tacit. There is something honest about the professional model's admission that meeting people is, on some level, a strategic activity.
And yet the cost is also real. The strategic model changes, in small accumulating ways, what it feels like to meet someone. It promotes a kind of watchfulness — a sense of being judged, even at what used to be low-stakes moments. It transforms the neighbourhood street into a minor audition. It teaches us to lead with our job title, which reinforces the idea that our job title is the most interesting thing about us. It makes us slightly more competent and slightly less at ease. The trade is not nothing.
The question I want to leave with, without hoping to answer it fully, is whether we can introduce ourselves well in the old, relational sense without the professional apparatus that has grown around the act. Can I meet a stranger at a dinner party and tell them something real about myself without instinctively reaching for the formulations I rehearsed for last year's conference? Can I ask them a real question — not the polished networking one, but the kind my grandmother would have asked? I am not sure. The habits are sticky, and it takes a conscious movement to step out of them. But perhaps it is worth trying, because the conversations that follow such a stepping-out are, in my limited experience, far more interesting than the ones that follow a successful pitch.
One final thought. The people who are best at introductions almost never seem to be 'good at introductions'. They rarely mention the word. They do not have elaborate systems. They say their name clearly, ask something real, listen to the answer, and leave when they ought to. They produce, in the other person, the uncomplicated feeling of having been noticed. This is not a technique at all, but the natural result of being interested in the person in front of you. Technique can support interest, but it cannot manufacture it, and when interest is absent, all the technique in the world cannot disguise the fact.
Key Vocabulary
scrutiny noun
close, critical examination
"The cultural industry deserves more scrutiny."
optimise verb
to make as good or effective as possible
"What is being optimised here?"
anglophone adjective
English-speaking
"In the anglophone professional world…"
osmosis noun
(figurative) learning by gradual absorption rather than explicit teaching
"They learned these conventions by osmosis."
tacit adjective
understood without being openly expressed
"The rules used to be tacit."
apparatus noun
a structure or system of related parts
"The professional apparatus that has grown around the act."
relational adjective
concerning relationships rather than transactions
"The old, relational sense of an introduction."
watchfulness noun
a state of paying careful attention, often self-protective
"It promotes a kind of watchfulness."
audition noun
a performance to demonstrate suitability
"The street has become a minor audition."
texture noun
the quality or character of something as perceived
"The texture of a life is harder to measure."
Questions
Comprehension
  • According to the writer, what is the 'implicit target reader' of modern introduction advice?
    Answer
    A professional acquaintance — a colleague, client, or potential employer — someone we will meet briefly and may want something from later. The advice is tuned to this kind of interaction, even though most of us spend most of our meeting-new-people time in very different contexts.
  • Why does advice accumulate around professional introductions and not social ones?
    Answer
    Because professional introductions produce measurable outcomes (interviews, business, opportunities) while social introductions produce only 'the texture of a life', which is harder to measure and easier to ignore. Advice therefore clusters where it can demonstrate value.
  • What case does the writer make in favour of the professionalisation of introductions?
    Answer
    It has made social interaction more accessible. People who did not grow up being taught these conventions 'by osmosis' can now learn them explicitly — a 'democratic gain' that has undone a certain amount of class snobbery by making visible rules that used to be tacit.
  • What costs does the writer identify?
    Answer
    The strategic model promotes 'watchfulness' — a sense of being judged at low-stakes moments. It turns even the neighbourhood street into a 'minor audition'. It teaches us to lead with our job title. The result is that we become 'slightly more competent and slightly less at ease'.
  • What is the writer's observation about people who are best at introductions?
    Answer
    They 'almost never seem to be good at introductions' in the technique-laden sense. They do not have elaborate systems. They produce in the other person 'the uncomplicated feeling of having been noticed' — a natural result of genuine interest, not a learned technique.
Vocabulary
  • What does 'tacit' mean, and why does the writer use it here?
    Answer
    'Tacit' means understood without being openly expressed. The writer uses it to describe social rules that used to be transmitted silently within families or classes — absorbed through exposure rather than taught formally.
  • What is the difference between 'relational' and 'transactional' in this text?
    Answer
    Transactional introductions are about securing a measurable future outcome. Relational introductions are about creating the fabric of ordinary social life — friendships, loose connections. The writer's concern is that the transactional model has taken over the whole vocabulary of self-introduction.
  • The writer uses 'osmosis' figuratively. What work does that metaphor do?
    Answer
    Literally, osmosis is gradual absorption through a membrane. Applied to social learning, it captures learning that happens without anyone teaching — and carries a subtle class implication that only some people grow up where this osmosis is available.
Inference
  • What is the writer doing in the opening phrase 'deserves more scrutiny than it usually receives'?
    Suggested interpretation
    Signalling the essay's method: this is not a how-to guide but an examination. 'Scrutiny' implies suspicion without hostility — we will look carefully at what is usually taken for granted. It also flatters the reader, assuming a reader capable of this kind of attention.
  • What does the writer imply about the relationship between what we can measure and what we culturally value?
    Suggested interpretation
    We culturally value what we can measure, even when this produces distortions. Professional introductions lead to quantifiable outcomes and therefore attract expertise and attention; social ones don't. Over time, the measurable crowds out the unmeasurable. The point applies well beyond introductions.
  • What is the writer's rhetorical move in the final paragraph?
    Suggested interpretation
    The writer withholds this observation — that the best introducers aren't 'good at introductions' — until the end. After taking apart the professional model, the writer offers an alternative: not a technique but a quality of attention. This lets the reader feel they have arrived somewhere rather than just been criticised.
Discussion
  • The writer argues that the 'professional' register of introductions has become dominant. Is that dominance a problem in settings that are not professional?
    Discussion prompts
    Prompts: YES — using a networking register at a dinner party makes the evening thin; leading with a job title where it doesn't matter crowds out what else you are; the texture of social life erodes. NO — the professional register is widely legible; other registers still exist and are used; the worry is overstated. Real discussion: depends on whether register choice is conscious; unconscious defaults are the issue.
  • The writer claims professionalisation of introductions has been a 'democratic gain' by making tacit rules explicit. Can the same be said for other areas where implicit knowledge has become explicit (academic writing, email etiquette, interview behaviour)?
    Discussion prompts
    Rich territory. DEMOCRATIC GAIN — explicit teaching opens doors that were previously class-gated. COMPLICATION — making rules explicit sometimes rigidifies them; the explicit version may not capture the nuance of the tacit; it can privilege people who game the explicit version. A real discussion about access and codification.
  • Can technique ever fully substitute for genuine interest, or does technique without interest always reveal itself?
    Discussion prompts
    Prompts: REVEALS — the mismatch is readable by the other person; people leave feeling handled rather than met; the effect corrodes over repeated interactions. TECHNIQUE HELPS — if interest is present but inarticulate, technique carries it across; good form is a kindness. Real answer: technique with no underlying interest fails; technique supporting present interest helps. Students' own examples.
Personal
  • Have you noticed, in yourself, the 'watchfulness' the writer describes — a sense of being on display even in low-stakes moments?
    Teacher guidance
    Students' own answers. Common: in cities; around people whose judgement feels consequential; more for groups who have experienced social judgement. Listen for physical signs (tensing), psychological (rehearsing), interpersonal (performing). Students may be relieved to name this.
  • Describe someone you've met who left you with 'the uncomplicated feeling of having been noticed'. What specifically did they do?
    Teacher guidance
    Students' own answers. Common observations: asked a specific non-routine question; remembered something small; did not rush; attention was not split; not performing interest but seeming to have it. Listen for concrete details — these are what students can take and try themselves.
Writing Task
Prompt
Write a 450–600 word reflective essay on one of: (a) 'The tacit conventions I grew up learning'; (b) 'Introducing myself in a second language'; (c) 'When advice makes things harder'; (d) 'The networks and codes I was not taught'. Examine something you had previously taken for granted, hold more than one position about it, and end without fully resolving the question you raised.
Model Answer

Introducing myself in a second language.

I speak three languages fluently, and I introduce myself badly in all of them, but in different ways. In Portuguese, my first language, I introduce myself quickly and competently, barely thinking about it. The conventions are so thoroughly internalised that I only notice them when an outsider gets them slightly wrong. I can introduce myself in Portuguese while also worrying about something else, doing something else, meaning something else. The language is simply there.

In English, I am slightly worse, in ways that have taken me a long time to understand. My English introductions tend to be, to use the writer's word, slightly over-edited. I lead with my job more than I mean to, I hedge my opinions more than I would in Portuguese, and I find myself reaching — without quite deciding to — for the register of the British professional conversations I have spent the most time in. In contexts where a warmer or messier self would serve better, I often produce a tidier self than I would choose on reflection.

In Spanish, a language I speak well but learned third, I am worst of all — and in the most interesting way. My Spanish self is stranger, less authoritative, and more uncertain, because the Spanish-speaking worlds I know best are familial ones, not professional ones. My Spanish introductions reach for forms I remember from adolescent visits to a great-aunt's house, which are warm but not adult. I have been to a conference in Madrid and found myself introducing my role in a tone really suited to a family lunch. The registers I would need do not exist yet in the part of my Spanish that is available to me.

There is a lesson here about how the self in a given language is shaped by the occasions in which that language was learned and most used. My Portuguese self is complete because I have lived a whole life in Portuguese. My English self is narrowly calibrated to professional life because that is where English lodged in me. My Spanish self is affectionate and lightly competent because my Spanish is, in some deep way, still a family-visit language.

I do not know what to do about this, except to notice it. The writer observed that the people best at introductions are not 'good at introductions' as a technique, but seem naturally interested in the person in front of them. If that is right, the task is less to learn a better Spanish elevator pitch and more to ensure that my Spanish self, such as it is, has been given more of the kind of occasions it needs. Introductions are downstream of what your life in that language has been.

Activities
  • Tacit convention archaeology: in pairs, students dig up three social conventions they absorbed 'by osmosis' as children — conventions they can now name that they never were explicitly taught.
  • Register audit: students draft introductions for five contexts (conference, parents' evening, dinner party, funeral, new neighbour). Which feel easy? Which feel difficult? What does this reveal about where their registers are developed?
  • Measurement and value: the writer argues culture values what it can measure. Students list three other domains where this applies (relationships, health, rest) and consider what is lost in each case.
  • Strategic vs. relational: students identify a relationship in their own life that is currently transactional but that they suspect would benefit from being more relational. What would change?
  • Watchfulness observation: for one day, students pay attention to moments when they notice 'watchfulness' in themselves. They report back on patterns.
  • Style comparison: students read the B2 and C1 versions and identify ten specific differences in tone, construction, and stance. Which moves are only possible at C1?
  • Cultivating interest: students discuss concrete habits that might cultivate 'genuine interest' in strangers. What do people who seem naturally interested actually DO internally?
  • Democratic gain clinic: a structured discussion of the writer's claim that explicit teaching of previously tacit rules is a democratic gain. Apply the claim to three other domains. Does it hold?
Duration: 55 min 🎯 Focus: Periodic sentences; philosophical register; irony held alongside generosity; extended cultural criticism
Before You Read / Listen
  • Q1To what extent is the public self a distinct entity from the private one, and how much of our lives is devoted to the negotiation between them?
  • Q2If 'the self' is always edited for its occasion, what remains of the idea that we have a real one?
  • Q3Is the first meeting with a stranger a small miracle, a small negotiation, or a small contest — and does the answer tell us more about the meeting or about the describer?
  • Q4What exactly are we asking when we say 'tell me about yourself' — and what kind of answer could satisfy so impossible a prompt?
  • Q5Is it more honest to speak of the self as a continuous thing merely shown selectively, or as a set of partial selves each generated by its own occasion?
The Text
The first moment of meeting a stranger — those handful of seconds in which a pair of humans who have not yet agreed on anything negotiate the terms of their brief acquaintance — is among the most structured improvisations we undertake, and one of the least theorised. We are given, by our cultures, broad conventions; by our families, certain habits of speech and bearing; by the specific moment, various hints about what the other person needs. From these inputs we produce, sometimes in under a minute, a small piece of self-presentation whose success or failure will shape all that follows. It is remarkable that we do this at all. It is stranger still that we do it often.
The act of introducing oneself, if one takes it seriously, raises a question that social life otherwise tends to bury: what exactly are we introducing? The answer seems at first obvious — we introduce 'ourselves'. But a moment's examination suggests otherwise. We do not introduce the self as experienced from the inside, which would be unmanageable; nor do we introduce the full history of the self, which would be impolite and interminable. We introduce an occasion-specific self, edited toward what we imagine our interlocutor can use. The question then becomes whether this edited self is a distortion of a real self, or whether the edited self IS the real self in some deeper sense, since the self in question has always been constituted, at least in part, by the company in which it finds itself. This is not a small question, and the introduction, trivial though it seems, is where we confront it.
It is helpful to consider the strange technology of the name. My name is the closest thing I have to a stable datum — the thing about me that remains the same across situations in which almost everything else shifts. My name does not require editing; it is the same at the dinner party, the funeral, and the interview. And yet even the name, when I say it, is inflected by the occasion. In a formal introduction I give it slowly and with a small pause before the surname; in a casual one I give the first name only, often at the end of a clause, as part of the sentence's cadence. The sound of my own name is not exempt from the pressure of context. If this is true of the name — the last thing we might have thought would vary — then it is certainly true of everything else.
The further complication is that the occasion itself is not fixed in advance; it is jointly produced by the introducers. The register of a dinner party is not purely given; it is partly produced by the first few exchanges, in which participants establish whether this is an evening of light social pleasantry or serious mutual exploration. An introduction is not merely a response to an occasion. It is also a small offer to the other party about what this occasion might become. The courteous, formulaic introduction is an offer of surface conversation; the specific, slightly vulnerable introduction is an offer of something more. Whether the other party accepts depends on their own reading of what is possible. There is a choreography here of stunning delicacy, which we almost all of us perform without thinking, and which most of us, under pressure, perform worse than we think we do.
Against this background, the recent cultural tendency to treat the introduction as a performance problem — a matter of technique, of pacing, of the memorised 'thirty-second pitch' — looks peculiarly shallow. The problem with the technique model is not that the techniques do not work. Some of them plainly do. The problem is that the technique model takes a reciprocal exchange, full of subtle offers, and turns it into a one-sided performance by the speaker, with the listener reduced to a judge of how well the performance has been executed. This flattens the form. It also makes the speaker responsible for what is, by nature, a joint production.
What, then, is a better picture? I would propose, with the caution due to any positive claim in territory this uncertain, that a good introduction is a small, accurate, specific offer, made in a register appropriate to the moment, by a speaker sufficiently at ease to receive what comes back. 'Accurate' because the speaker has not edited themselves into a stranger. 'Specific' because the speaker has not reached for generic formulations. 'Appropriate to the moment' because the speaker is paying attention to the room, to this person, to this time of evening or life. 'At ease to receive what comes back' because the speaker has not pre-decided what this conversation is, and is still genuinely interested in finding out. None of this is novel. Most of it cannot be purchased as a course. It can, however, be practised, slowly, over years — which is what, it turns out, most people called 'good with strangers' have been doing, quietly, the whole time.
The essay, I realise, has been circling a truth that resists direct statement, which is that the first meeting between two strangers is a very small version of the only question that matters in social life: whether we can, in a short space of time and with limited information, recognise another person sufficiently to let something happen between us. All the advice, the technique, the self-help, the coaching — all of it is either in service of this recognition or in its way. The test, in any given encounter, is not how well you have performed. It is whether, at the end of the minute, the person across from you feels that a person was paying attention to them. That feeling is rare. It is within almost everyone's reach. It is what the whole genre, for all its elaborations, has been pointing at, and what technique alone will never produce.
Key Vocabulary
improvisation noun
an unprepared performance made up on the spot
"Introductions are structured improvisations."
theorised verb (past participle)
analysed in abstract or systematic terms
"One of the least theorised human activities."
interlocutor noun
a person taking part in a conversation
"What we imagine our interlocutor can use."
constituted verb (past participle)
made up or formed
"A self constituted by the company it finds itself in."
datum noun
a single item of fact
"My name is a stable datum."
inflected verb
shaped or modified by something
"Even the name is inflected by the occasion."
cadence noun
the rhythm and flow of spoken language
"As part of the sentence's cadence."
choreography noun
(metaphorical) an intricate coordinated pattern
"A choreography of stunning delicacy."
reciprocal adjective
done or shared in return; mutual
"A reciprocal exchange full of offers."
recognition noun
the act of seeing or acknowledging someone truly
"All the advice is in service of recognition — or in its way."
Questions
Comprehension
  • What does the writer mean by calling introductions 'structured improvisations'?
    Answer
    The combination captures the paradox: we have broad conventions, cultural habits, and prior models (structure), but in each specific moment we must generate the encounter from scratch using hints about what the other person needs (improvisation). The term holds both halves at once.
  • The writer says we do not introduce 'the self as experienced from the inside, nor the full history of the self'. What do we introduce instead?
    Answer
    'An occasion-specific self, edited toward what we imagine our interlocutor can use.' The self presented is shaped by the moment and the audience — not the inner experience, not the full history, but something curated for use.
  • Why does the writer spend a paragraph on the technology of the name?
    Answer
    The name seems the stablest thing about us — identical across all situations. But even the name is inflected by occasion: slower and more formal in one setting, casual and embedded in speech rhythm in another. If even the name varies, the writer argues, then certainly everything else does too. The name paragraph proves the writer's wider point.
  • What does the writer mean when they say the occasion is 'jointly produced by the introducers'?
    Answer
    The register of a dinner party (say) is not purely given in advance by 'the dinner party'. It is partly produced by the first few exchanges, which establish whether the evening will be light or serious. An introduction therefore is not only a response to an occasion — it is also an offer about what this occasion might become.
  • What is the writer's critique of the 'technique model' of introductions?
    Answer
    Not that techniques don't work — some do. But that the technique model takes a reciprocal exchange full of subtle offers and turns it into a one-sided performance. The speaker becomes responsible for what is by nature a joint production, and the listener is reduced to a judge of execution. This flattens the form.
  • What is the writer's final picture of a good introduction?
    Answer
    A small, accurate, specific offer, made in a register appropriate to the moment, by a speaker sufficiently at ease to receive what comes back. Four qualifiers: accurate (not edited into a stranger); specific (not generic); register-appropriate (attentive to the room); at ease (genuinely curious about the outcome).
Vocabulary
  • What does 'interlocutor' mean, and why does the writer choose this word over 'listener'?
    Answer
    An interlocutor is a person taking part in a conversation. The writer uses it because it captures the active role of the other person — not merely receiving speech but participating in the exchange. 'Listener' would concede the writer's own point about one-sidedness.
  • What is 'cadence', and what does it contribute to the name paragraph?
    Answer
    Cadence is the rhythm and flow of spoken language. The writer notes that the first name in a casual introduction is often given at the end of a clause — 'as part of the sentence's cadence'. This detail concretises the abstract claim that even the name varies. We can hear what the writer means.
  • The writer uses 'choreography' metaphorically. What work does this word do?
    Answer
    Choreography suggests precise, rehearsed, intricate coordination — usually of dance. Applied to introductions, it captures the complexity of mutual adjustment that happens in seconds. It also credits the participants with skill: this is not random, it is craft. And by calling it 'stunning' and 'delicate', the writer invites us to respect what we normally take for granted.
Inference
  • Why does the writer keep using the structure 'It is X… It is Y'? ('It is remarkable…' / 'It is stranger still…')
    Suggested interpretation
    The parallelism has several effects. It gives the prose rhythm and weight. It stages two related claims as though they were discoveries ('remarkable… stranger still'). And it models, in miniature, the essay's habit of holding more than one observation at once. The reader is invited to see that introductions are both ordinary and strange, and that both framings are needed.
  • What is the writer doing with the repeated phrase 'it is helpful'? ('It is helpful to consider…')
    Suggested interpretation
    The phrase is a cue that a demonstration is coming — a small promise to the reader that a new angle will clarify something. It is also modest: not 'I will now prove' but 'it is helpful'. The writer is inviting thought, not dictating conclusions. This reflects the essay's general stance.
  • What is the writer claiming in the final paragraph by saying the essay 'has been circling a truth that resists direct statement'?
    Suggested interpretation
    That the real subject of the piece cannot be captured in a single proposition. 'Circling' is a characteristic strategy for complex truths: approaching from different angles, building up a picture through accumulated observations. The essay's method — hedge, concede, qualify, observe again — matches the kind of truth being pursued. The form is doing argumentative work.
  • Why does the writer end with the word 'produce' rather than with a grander philosophical claim?
    Suggested interpretation
    The verb 'produce' is modest, almost mechanical — very unlike the register of the final sentence's content ('recognition', 'rare', 'within reach'). The contrast is deliberate: the writer has spent the essay critiquing inflated accounts of introductions, and refuses to give the final sentence inflated language itself. What technique 'will never produce' is the final word: everything comes back to the small, concrete failure of performance to do what attention can.
Discussion
  • Is the writer's claim that 'the edited self IS the real self in some deeper sense' coherent? Or does it slip into making every self-presentation equally authentic?
    Discussion prompts
    Rich discussion. IN FAVOUR — a self that is never constituted through relationship is an abstraction; to be a person is to be continually reconstituted by context; the 'inner self untouched by social setting' may itself be a myth. AGAINST — if every edited self is 'real', we lose the language to talk about dishonest presentation, masking, manipulation; not all edits are equally honest; the distinction matters. Real answer probably: the writer's claim needs supplementing with a distinction (present in the B2 text) between honest and dishonest editing. Without that distinction, the C2 claim goes too far. Discuss.
  • The writer argues introductions are 'jointly produced' and that the technique model makes the speaker responsible for what is shared work. Does this analysis change what we should teach about introductions?
    Discussion prompts
    Prompts: YES — teaching should focus on attention, responsiveness, listening, rhythm-matching, not just self-presentation; the curriculum would shift from 'prepare your pitch' to 'prepare to meet'. LIMITATIONS — even jointly produced exchanges require something from each participant; you can't control the other person, but you can prepare the material you bring; some self-presentation practice is still useful. A serious discussion about where responsibility lies and how social skills are taught.
  • The writer's closing observation is that 'the only question that matters in social life' is whether we can recognise another person in limited time. Is this right, or is it one romantic framing among many?
    Discussion prompts
    Prompts: SYMPATHETIC — the claim captures something important; recognition, not information, is what people remember; the essay earns this conclusion through its slow approach. SCEPTICAL — it privileges a particular style of social encounter (intimate, Western, middle-class); other cultures and contexts foreground different things (formality, status, roles, ritual); calling this 'the only' question is overreach. Real discussion: probably the claim is both beautiful and parochial. What does it include, what does it leave out?
  • Can the kind of attentiveness the writer describes as the root of good introductions be cultivated, or is it fundamentally a matter of character?
    Discussion prompts
    Prompts: CULTIVATED — practices of attention (meditation, slow listening, careful observation) measurably change this; many thoughtful and interested adults were not born that way; character is partly made by habit. CHARACTER — some people have a disposition to notice others and some do not; acted attention fails where real attention succeeds; the kind of calm described is deeper than training. Real answer: likely both — disposition matters, cultivation matters, and the two reinforce each other. Discuss what practices genuinely produce it.
  • The writer says most people called 'good with strangers' have been 'practising, slowly, over years'. How does this frame the relationship between short-term advice (this essay, a book) and long-term formation?
    Discussion prompts
    Rich territory. Prompts: SHORT-TERM ADVICE HAS LIMITS — no essay, no book, no course produces the quality of attention being described; its development is cumulative and slow; one piece of reading can catalyse but not complete the formation. ADVICE STILL MATTERS — articulations like this essay can shift how we pay attention going forward; they name things we can now notice; they accelerate what would otherwise be slower. Discuss the right relationship between articulation and formation.
Personal
  • Is there a person in your life you would describe as 'good with strangers'? When you watch them, what specifically are they doing — and doing differently from you?
    Teacher guidance
    Students' own answers. Listen for specifics: their pace; their body; what they ask; how they listen; what they do not do (not checking phones, not scanning the room, not rehearsing). Often the answer is 'they seem to want to be there, with this person, now'. Students can extract practices from such observation.
  • Reflect on a recent introduction that felt 'jointly produced'. What did the other person offer that shifted the register — and what did you offer back?
    Teacher guidance
    Students' own answers. Common patterns: someone asked a more specific or warmer question than expected; someone was more candid; someone paused longer. In response, students often matched the offer — became more specific themselves. This is the 'choreography' the writer names. Ask students to describe specific moments; the specifics reveal the pattern.
Writing Task
Prompt
Write a 500–700 word reflective essay in the register of this C2 text, on one of: (a) 'Choreography, under pressure' — on the mutual adjustment that happens in first meetings; (b) 'What my name does in different rooms'; (c) 'The thing I have been practising for years without noticing'; (d) 'Recognition, and what prevents it'. Your essay should move between observation and reflection, hold two or more positions at once, and end modestly.
Model Answer

What my name does in different rooms.

I have one name, formally, and three pronunciations of it, informally, and a further dozen micro-inflections that I produce without quite deciding to, each tuned to the room I am in. This is an undramatic observation about an undramatic part of my life, and it has taken me forty years to notice it.

At home, my name is spoken in full only when something has gone wrong. The casual form, the two-syllable contraction my mother invented for a small child, still serves my parents and a few cousins. It is the form I hear at weddings, funerals, Sunday lunches. When I say it back to them, I say it the way they say it — reflexively, without strategy, with the easy flatness of a word I have heard ten thousand times in one specific cadence. To use the formal version in that room would be strange. It would imply a shift in status or a private joke, neither of which is wanted.

At work in London, where I have lived and worked for the last fifteen years, the formal version is what I offer. Two syllables become three; the stress moves slightly; the vowels tighten to sound more like the English vowels around them. I cannot precisely describe what I am doing. I can say that if I introduce myself in London with the family pronunciation, people do not register the name as English and slightly struggle with it, and the next ten seconds of the encounter are spent on the minor repairs this requires. The adaptation is, in small part, a convenience for my interlocutors; in larger part, it is something I took up because it felt smoother, and smoothness in a second country was, for a long time, what I was optimising for.

In the third category of room — among people who share my country of origin but whom I meet through work — something more interesting happens. The name I use there is a small negotiation between the family version and the London version, and I am never quite sure which I am producing. Sometimes I hear myself saying it in a way that is neither, as though a third self — the emigré self, the bridged self — had been forged in the specific register of these meetings. The sound is not one I would make at home, and it is not one I would make at a London meeting. It is a sound I have never consciously chosen. I am not sure whether to be pleased about this or suspicious.

I have come to think that the name, rather than being the stable thing about a person that it appears to be, is instead a small instrument on which the rest of the self is tuned. The other things I say about myself flow from the pronunciation I have already offered — because the pronunciation has already told the listener what kind of room we are in, and, therefore, what kind of me will be present.

This is not a complaint about inauthenticity. It is a quieter observation: that even what I might have taken to be my single most stable fact is, on inspection, already doing social work on my behalf. If this is true of the name, I do not think there is much about me that is not similarly situated. I do not know whether to find this a relief or a vertigo. I think, on balance, I find it a small marvel, quietly.

Activities
  • Name audit: students list every pronunciation, contraction, or inflection of their own name they have used in their life, and the rooms in which each is used. Discuss what each form accomplishes and who chooses it.
  • Structured improvisation in practice: in threes, one student begins an introduction, another responds, a third observes. The observer notes the micro-adjustments each makes to the other. Rotate roles. Discuss what choreography emerges.
  • Edited self vs. real self: students debate whether the edited self IS the real self, or a distortion of it. Each must articulate both positions before choosing a third.
  • The technique vs. the attention: students listen to a recording (or read a transcript) of a practised networking introduction and one given by someone with no technique but clear warmth. Which produces the better outcome? Why?
  • Short-term advice vs. long-term formation: students identify three skills they have built slowly over years without explicit instruction. What does this teach them about advice they are currently receiving?
  • Recognition mapping: students identify moments in their recent week when they felt recognised by someone. What specifically did the other person do? What, in those moments, were they themselves doing?
  • The modest ending: students study the writer's closing moves in this text (the 'small marvel, quietly' register) and in other C2 texts. They draft a modest closing paragraph for an essay on a significant topic, resisting the impulse to grandness.
  • Register as joint production: a structured exercise where two students try to shift the register of a conversation mid-flight — from casual to serious, or the reverse. The class observes what signals are offered and accepted.

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