Self-Introduction Worksheet

1. Write Your Name

My name is: ___________________________

2. Draw a Picture of Yourself

(Use the space below to draw yourself smiling!)

3. Write Your Favorite Thing

My favorite thing is: ___________________________

4. Practice Your Introduction

Use this sentence frame to practice saying your introduction out loud:

“Hello, my name is __________ and I like __________.”

Write it here and practice:

Emotion Visual Aids

Use these pictures of faces to help the student point, label, and express how they feel. Print or display each card so the student can see and touch them.

How to Use:

• Show a face and say the word slowly: “This is happy.”
• Have the student repeat the word while pointing to the picture.
• Ask: “Which one shows sad?” and let the student point and say the word.
• At the end of each session, invite the student to pick the face that shows how they feel today.

Teacher Prompts:

• “Point to the face that shows excited.”
• “How are you feeling now? Show me on the cards.”
• “Tell me: I am ____ (happy/sad/etc.).”

(Use these cards throughout all sessions to support the student in expressing emotions.)

Role-Play Scenario Cards

Print and cut out each card. Use these to practice greetings and introductions in different situations. Invite the student to pick one, read it, and role-play with you.

Cards:

1. At the Cubbies: You see a new friend at the cubbies. Say “Hello, my name is ___.” Then ask, “What’s your name?”
   
   
2. On the Playground: You’re playing and see someone alone on the swings. Say, “Hi! Would you like to play with me?”
   
   
3. In Art Class: You sit next to a classmate. Say, “Hello! My name is ___.” Then ask, “What’s your favorite color?”
   
   
4. In the Hallway: You walk by a classmate. Say, “Good morning!” and give a friendly wave.
   
   
5. At the Lunch Table: You sit down to eat. Greet a classmate with “Hi, I’m ___. What did you bring for lunch?”
   
   
6. In Line for Recess: You stand in line. Say, “Hello! Do you want to be friends?”

How to Use:

• Have the student pick a card and read the scenario aloud (with support).
• Practice the greeting and follow-up question with proper pronunciation.
• Switch roles: teacher reads, student responds, then reverse.
• Encourage use of gestures (wave, smile) and eye contact.
• Offer positive feedback on clear speech and confident body language.

Session 2 Warm-Up (4 minutes)

1. Friendly Welcome

• Greet the student with a big smile and wave: “Good morning, _____!”
• Encourage the student to respond with a greeting.

1. Check-In with Emotions

• Display the Emotion Visual Aids and ask: “How are you feeling today?”
• Model: “I am happy.” Point to the matching face.
• Invite the student to point and say their feeling out loud.

1. Review Key Greetings

• Hold up 2–3 Classroom Greeting Flashcards one at a time (e.g., “Hello,” “Good morning”).
• Have the student read each card and repeat each phrase twice.

1. Introduction & Question Practice

• Model a full exchange:
  Teacher: “Hello, my name is Ms. ___ . What’s your name?”
  Student: “Hello, my name is ___.”
• Switch roles: the student asks you, “What’s your name?” and you answer.
• Repeat once more, encouraging clear pronunciation and eye contact.

Teacher Tip: Keep your speech slow and use gestures (point, wave) to support comprehension. Encourage the student with positive feedback: “Great question!” or “Nice clear voice!”

Likes & Dislikes Chart

Use this chart to share and record your preferences. Write or draw things you like in the first column and things you don’t like in the second column. Print or display the chart so the student can write directly on it.

How to Use

• Model first: Teacher writes two examples (“I like pizza,” “I don’t like spiders”).
• Student practice: Invite the student to say one thing they like and one thing they don’t like.
• Record responses: Write each student statement on the chart under the correct column.
• Repeat: Continue until the student has listed at least two likes and two dislikes.

Teacher Prompts

• “What is one thing you like?”
• “Where should we write that?” (point to the “I like…” column)
• “Now tell me something you don’t like.”
• “Great! Let’s add that here.” (point to the “I don’t like…” column)
• “Why do you like that?” or “Why don’t you like that?” to encourage a fuller sentence.

(Use this chart in Session 3 to help the student express preferences and build conversation skills.)

Compliment Phrase Cards

Use these cards to practice giving friendly compliments to classmates. Print and cut out each card. Encourage the student to pick a card, read the phrase aloud with a smile, and use it during role-play or real interactions.

How to Use

• Model first: Teacher picks a card, reads it aloud, and gives the compliment to the student with a smile and eye contact.
• Student practice: Invite the student to choose a card, read the phrase, and say it to the teacher or a peer.
• Role-Play: During Role-Play Scenario Cards activities, after greeting and conversation, have the student select a compliment card that fits the scenario.
• Real-Life: Encourage the student to use one compliment card during an actual class interaction each day.

Teacher Prompts

• “Choose a compliment that matches what you like about your friend.”
• “Say the phrase with a big smile.”
• “Who would you like to give this compliment to today?”
• “Remember to look at the person when you speak.”
• “Great! You made your friend feel happy.”