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Home » Blog » How to Introduce Yourself

How to Introduce Yourself

What should you say when you’re introducing yourself?  In this popular Rachel’s English video, learn the phrases Americans use, and how to pronounce them, in English conversation.

Tagged With: Introductions , Most Popular , Real Life English YouTube blocked? Click here to see the video.

Video Text:

In this American English pronunciation video, you’re going to come with me to the YouTube space in LA where I don’t know anyone. And we’re going to go over introducing yourself.

Introducing yourself to a crowd of people, or even just one person, can make anyone nervous. Doing it in a foreign language, even more so. So today we’re going to go over a few phrases that you might say when introducing yourself.

The first thing, of course, is saying your name.  Usually you’ll hear people say “I’m”, or “My name is”, or “My name’s”, contracting “name” and “is”.  Some non-native speakers don’t want to use contractions because they don’t think it’s clear enough, but we really do want to use the contraction “I’m”, and not “I am” because it can be much quicker, I’m, I’m, I’m, which puts the emphasis on the name, the most important part.  This will also help smooth out your speech.  I’m Rachel, uhhh. All connected.  Here are some people introducing themselves using “I’m”.

>> Hi. I’m Beth Aweau. >> Hey guys. I’m Olga Kay. >> I’m Staci Perry. >> Um, hey guys. I’m Todd Bieber. >> Hi everyone. I’m Veronica Hill. >> Hey, I’m Rachel. >> Hi, I’m Hilah. >> Hi, I’m Rachel. >> Hi, I’m Christopher. >> I’m Bryan.

Here’s an example of someone saying “my nameis,” without contracting “name” and “is”.

>> Hi everyone. My name is Hetal Jannu.

Notice that the stress of the sentence is still making her name the most important part. My name is Hetal. My name is Rachel.  da-Da-da-DA-da.  It’s longer, louder, and higher in pitch than the unstressed syllables.  My name is Rachel, Ra-, My name is Rachel. That’s how we know it’s the most important part.  So in the phrase “my name is”, “my” and “is” are both unstressed, and so they need to be really unimportant, really quick, my [3x], is [3x]. My name is, my name is. If every syllable is the same length, the same volume, the same pitch, then we loose the character of American English, which is based on stressed vs. unstressed syllables.

We can also say “My name’s Rachel”, with the contraction. The rhythm there is da-DA-DA-da. “Name” is stressed because it’s a noun. But my actual name, Rachel, will be more stressed. And I should say, it’s only the stressed syllable, Ra-, of my name that’s going to be longer and higher in pitch.  The unstressed syllable, -chel, is just like any other unstressed syllable, even though it’s in a stressed word.

>> My name’s Aaron. >> Uh, what’s up guys. My name’s Todd. >> Hi, my name’s Sara.

Often what comes next in an introduction is saying where you’re from.  This can either be a job, if you’re in a work context, or a place, your hometown or where you’re currently living.  “From”.  That’s never going to be as important as the name of the place you’re from.  It’s a function word, so we want it to be unstressed, shorter than the stressed syllables in the sentence, from, from.  Listen to these people introducing the places they’re from.  They’re using the contraction “I’m” and “from” and then the name.  These two words are quicker and less important:  I’m from [3x].  I’m from Florida.  I’m from New York.

>> I’m from Kapolei, Hawaii. >> …from Seattle originally. >> I’m from New York. You’re from Texas? >> You’re from, where, again? >> I’m from Delaware.

Here’s one last example of someone saying “I’m from”, but he’s giving his business, the company he works for, not a city.

>> I’m from Upright Citizens’ Brigade, uh, channel: UCBcomedy.

One fun moment I noticed is when Todd introduced himself and Bryan said “Ts’up Todd?”  Tsup, tsup.

>> Nice to meet you. >> Tsup, Todd? [4x]

Tsup.  What is that word?  That’s actually “what’s up?”  I made a video a while ago on “tsup”:  how we’ll sometimes reduce “what’s”, “it’s”, “that’s”, or “let’s” to simply “ts”. Tsup?  Now I know you’re probably not hearing the P, but maybe you do notice my lips are going into the position for it.  Tsup.  P is a stop consonant.  That means it’s made up of two parts.  The stop, where the lips come together, tsup, and the release, where the lips part.  tsup.  Sometimes native speakers leave out the release:  tsup? Stop.  Nope.  You can too, just make sure you don’t leave out the stop part of the consonant, where the lips come together and the air is stopped.  Tsup?

And finally, a phrase we often exchange when making an introduction is “nice to meet you”.

>> Nice to meet you. >> Nice to meet you, too. >> Well, it was good to meet you, Hilah. >> Nice to meet you, too. >> Nice to meet you. >> Nice to meet you.

Most people say ‘nice to meet you’, and probably you noticed that once I said “it’s good to meet you”.  “Nice”, or “good”, or whatever adjective you’re using, and “meet” should be the two stressed syllables of that sentence.  That will contrast nicely with “to”, which will have a schwa instead of the OO as in BOO vowel, to, to, to.  “You”, since it’s at the end of a sentence, will probably sound something like:  you, you, you.  Low in pitch, quick, flat, and with a lot of the energy of the voice taken out.  You, you, nice to meet you.

We heard two different ways of pronouncing the T in “meet”.  One is a stop T, because the next word begins with a consonant sound.  Meet you, meet you.  I cut off the airflow in my throat to stop the sound, to signify the T.  I don’t actually bring my tongue into position for the T, I just stop the air here.  Meet you.  The other way of making the T is to make it a CH sound.  This can happen to an ending T if the next word is “you”, meet you, meet you.  So first, let’s hear it again with the stop.

>> Nice to meet you. [4x]

And now with the CH sound.

Meet you, meet you.  Both are ok.

In closing, here is one more introduction conversation I had with a great guy I met in LA named Zachary.

>> Hi. >> Oh, hey. >> I’m Rachel. >> I’m Zach. >> Hi Zach, nice to meet you. >> Nice to meet you. >> So, we’re here at the YouTube Space. So you must be a YouTuber. >> Yep. Make videos for kids. >> Yeah? What’s your channel? >> Pancake Manor. >> Oh wow. >> What’s yours? >> Mine’s Rachel’s English. >> Oo. >> So I teach English on my channel. >> Wow. You must have a lot of subscribers. >> I do, I do. But actually, let’s talk about that word. It’s subscribers, with an R. >> Oh. Subscribers. >> Subscrrrr-, hold out the R. >> Subscrr, rr, -scribers. >> Yeah, that’s it! >> Subscribers. >> Perfect. >> Yeah. >> I’m going to tell my users about your channel, so they can go see you. >> Cool, thank you. >> Yeah. It was great to meet you. >> Nice to meet you. >> Ok, have a great day. >> You too. >> Alright, take care! >> Bye! Subscribers. Yeah.

Thanks so much to all the wonderful people who were in this video.  To learn more about them and their YouTube channels, follow the links in the video or in the video description.

Practice your English. Make a video introducing yourself, and post it as a video response to this video on YouTube. Or, just introduce yourself in the comments. I can’t wait to meet you.

That’s it, and thanks so much for using Rachel’s English.

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• Career Counselling /

Free Samples To Introduce Yourself in an Essay

• Updated on  
• Dec 13, 2023

Have you ever wondered what is the reason behind introduction essays? We can give a speech or self-introduction on ourselves. Then why write a self-introduction essay? Introducing yourself in an essay allows the audience or reviewer to understand your writing skills and self-awareness about yourself. However, how you introduce yourself can set the tone for the rest of your essay and leave a lasting impression on your readers. Further, a good introduction will also ensure you can hold the attention of the reader. This blog will explore some good ways to introduce yourself in an essay.

This Blog Includes:

Start with a hook, provide some background information, state your thesis, explain the purpose of your essay , conclude with a call to action, personal narrative essay, persuasive essay.

Also Read: Self Introduction Samples for Master’s Degree

How to Introduce Yourself in an Essay?

A strong introduction can grab your reader’s attention and make them interested in reading more. Here are some tips to introduce yourself in a good way for an essay: 

The first sentence of your essay should grab your reader’s attention and make them want to keep reading. You can achieve this by starting it with a hook, which can be a surprising fact, an interesting quote, or a provocative statement. 

After you have hooked your reader, you can provide some background information about yourself. This can include your name where you are from, your educational background, or any relevant experiences that relate to the topic of your essay.

Also Read: Best Way to Start an Introduction About Yourself

Your thesis statement is the most important part of your essay and should be introduced early on in your introduction. Your thesis statement should clearly state your main argument or point of view on the topic you are writing about.

After you have introduced yourself and stated your thesis,  you should explain the purpose of your essay. This can include why you are writing the essay, what you hope to achieve with your writing, and what your readers can expect from your essay. 

Finally, you can conclude your introduction with a call to action. This can be a sentence or two that encourages your readers to take action or think about your topic in a new way.  

Samples 

Here are some sample introductions for different types of essays:

Growing up, I never imagined that a single moment could change the trajectory of my life. But that’s exactly what happened on a hot summer day when I was twelve years old.

Imagine a world where everyone had access to clean drinking water. It’s a simple concept, yet millions of people around the globe are still without this basic necessity. 

Here is a sample of how to introduce yourself in an essay.

Hello! My name is [Your Name], and I am delighted to have the opportunity to introduce myself to you.

I was born and raised in [Your Birthplace], a place that holds a special corner in my heart for its rich cultural heritage and warm community. Growing up, I was surrounded by a loving family that instilled in me the values of honesty, perseverance, and kindness.

From an early age, I developed a keen interest in [Your Passion or Hobby], which has become a significant part of my life. Whether it’s [describe a specific experience or achievement related to your passion], I find immense joy and fulfilment in pursuing my passion.

In terms of education, I completed my [Your Degree] at [Your University]. During my academic journey, I not only gained valuable knowledge in my field but also cultivated essential skills such as critical thinking, problem-solving, and effective communication.

On the professional front, I have had the privilege of working in [Your Industry or Field] for the past [Number of Years]. My experiences have allowed me to collaborate with diverse teams, tackle challenging projects, and continuously learn and grow. I am particularly proud of [mention a specific accomplishment or project], which showcased my ability to [highlight a skill or quality you possess].

In my leisure time, you can often find me [Your Hobbies or Interests]. Whether it’s [specific activities or hobbies], I cherish these moments as they allow me to recharge and maintain a healthy work-life balance

At last, I would like to say that I am someone who values integrity, embraces lifelong learning, and seeks to make a meaningful difference in the world. I am eager to connect, collaborate, and learn from the diverse experiences and perspectives that others bring to the table.

Thank you for taking the time to get to know me a little better. I look forward to the exciting journey ahead and the chance to learn more about you as well.

Related Articles

Your introduction should be long enough to introduce yourself, provide some background information, state your thesis, and explain the purpose of your essay. However, it should not be too long and should not contain any unnecessary information.

Yes, using a quote can be a great way to start your essay, especially if it relates to the topic you are writing about. Just make sure to cite the source of the quote properly.

No, a call to action is not necessary in every essay. However, if your essay is meant to inspire action or change, including a call to action can be a powerful way to end your introduction.

By following these steps, you can create a strong introduction that will grab your reader’s attention and set the stage for the rest of your essay. We hope you can implement the tips provided here and set the tone for your next essay.

For more information on such related topics to level up your interview preparations, visit our  interview preparation  page. Check out our  career counselling  blogs and follow  Leverage edu.

Simran Popli

An avid writer and a creative person. With an experience of 1.5 years content writing, Simran has worked with different areas. From medical to working in a marketing agency with different clients to Ed-tech company, the journey has been diverse. Creative, vivacious and patient are the words that describe her personality.

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Self-Introductions in English: “My Name is…” & Beyond!

So, you’re getting ready for a visit (or stay) in an English-speaking country and are eager to make friends. But in the back of your mind you’re thinking: “I have no idea how to introduce myself in English!”

Self-introductions are the cornerstone of beginning a new relationship. It’s during a self-introduction that you let the other person know all the basics: your name, your age, your occupation, what you enjoy doing in your spare time, and so on. Self-introductions can be difficult and nerve-racking enough in your own language (they are for me, anyway!), so doing them in another language might leave you feeling shy or diffident.

While I can’t help you feel less shy, I can help you feel more prepared for your first few introductions in English. In this article, I’ll be going over how to identify yourself, how to place yourself in society, and how to share personal details with those you want to form a deeper bond with, all in American English.

Table of Contents

• Body Language
• Identifying Yourself
• Placing Yourself in Society
• Sharing Personal Details
• Bonus: “Favorite” Questions!
• “Introduce Myself in English” Essay
• Conclusion: How EnglishClass101 Can Help You Master English!

1. Body Language

There is one thing I want to go over before verbal introductions: body language. Body language is something you can use to your benefit, regardless of your English-language skills.

It’s important to know what your posture, gestures, and facial expressions are telling others about you, and how to use your body language to your advantage. Below is a quick list of things you should do when introducing yourself

• Smile when introducing yourself. Smiling indicates a positive mood and is likely to make you a more appealing conversation partner.
• Stand (or sit) up straight. This indicates that you’re confident, comfortable, and ready to engage in a conversation. You can also use this to your benefit by appearing more confident than you really are—and sometimes appearing more confident can help you feel more confident, too!
• Shake hands. A brief, friendly handshake is one of the most common ways to greet someone in the United States upon first meeting, and can be done with almost anyone you meet, regardless of gender or social status. This is a good way to begin an introduction, particularly in business environments.
• Maintain eye contact (but not too much). In the United States, most people prefer to speak with someone who’s not “afraid” to look them in the eyes. It’s considered a sign of honesty, trustworthiness, and friendliness to maintain eye contact during a conversation. Maintaining eye contact indicates that you’re listening and interested in the discussion. But be careful not to come off as “creepy” by staring into their eyes for very long periods of time; allow yourself to casually look away from time to time, and be sure to blink. 😉

For a more comprehensive overview of body language in the United States, be sure to read my Body Gestures article!

2. Identifying Yourself

How do you introduce yourself in English? Or better yet, how do you introduce yourself briefly in English? The best way to initiate a conversation is with a cheery “Hi” or “Hey,” and a smile! If you need to do some brushing up on greetings, you can learn more about English greetings in our dedicated article .

1- Stating Your Name

Once you’ve gotten the conversation started with an initial greeting, you can offer your name. There’s a variety of ways you can do this; below I’ve outlined the most common sentence structures with examples.

• My name is Jamie .
• I’m Ira .
• My name is Lillian , or Lily for short.
• You can call me Bob .

If you want to ask someone else’s name, you can use one of the following sentences:

• My name is Valerie . What’s yours?
• This a more formal way of asking someone’s name and is usually the best option, especially in business environments.
• This is less formal, but it’s acceptable in most social situations that don’t require a high level of professionalism.

During this stage, also be sure to say “Nice to meet you,” as this is seen as respectful and friendly. If the other person has already said this, you can say “ It’s nice to meet you too ,” or “ Thank you. Likewise. ”

In the United States, it’s not very common to ask about someone’s age unless there’s a good reason to. That said, it’s not a taboo either. My recommendation for most social situations is to keep from asking about age unless the person seems to be about the same age as you.

Here are a couple of ways you can ask about someone’s age:

• I’m thirty years old. How about you?
• May I ask how old you are?
• May I ask your age?
• Note that this is the most informal way of asking someone’s age, but it does sound more natural in speech than the others. This phrase is best used in laid-back, informal environments with people about your own age.

Now, here are the most common ways to answer the question:

• I’m thirty years old.
• I’m twenty-five .
• I turned twenty last June .
• I’m turning forty-three this November .

You may find it beneficial to check out our vocabulary list on months as well as my English Numbers article. These resources will give you better footing as you talk about your age!

3- Nationality

In the United States, you may be asked about your nationality , or where you’re from. Here are a few simple ways to answer the question:

• I’m from China .
• I’m Norwegian .
• I came here from Russia .
• I’m visiting from Japan .

For a list of possible nationality answers, check out our vocabulary list on EnglishClass101! Then, simply fill in the blanks with your nationality or home country.

3. Placing Yourself in Society

After you and the person you’re speaking with have established the basics, it’s only natural for the conversation to steer toward what you do . Three major factors of society (and your place in it) are: education , work, and family. Here, I’ll be going over each of these factors.

1- Education: Stating Your School & Major

If you’re in school, you’ll likely be asked a lot about what school you’re going to and what you’re majoring in. Here are a few basic answers to these questions:

• I’m a student at Harvard .
• I’m studying at Arizona State University .
• I’m studying Psychology .
• My major is Food and Nutrition .
• I haven’t chosen a major yet.

If you recently graduated or are no longer going to school, you can answer like this. Note the use of past-tense verbs in these answers.

• I used to be a student at Harvard .
• I went to school at Arizona State University .
• I studied Psychology .
• I majored in Food and Nutrition .

Below is a list of popular majors (in no particular order), but you can also take a look at our list of common school subjects for more possibilities!

2- Stating Profession

In the United States, one of the most common questions and conversation topics is work. When you first meet someone, they’re likely to ask what you do for a living. As you continue to interact with that person, many conversations will likely have to do with work.

Here are a few ways you can respond to someone after they ask about your profession:

• I work at NASA .
• I’m working at Apple .
• I work as an engineer .
• I work as an engineer at NASA .
• I’m a doctor .
• I do accounting for a living.
• I’ve been a pilot for thirty years.
• Here, you can also use one of the above sentences to explain what you do while self-employed. You’ll see an example of this in the sample essay section.
• I’m not currently employed.

To ask about their profession or job, you can use the following sentences:

• What do you do for a living?
• What’s your occupation?
• I’m a real estate agent . What about you?

To find your profession, check out our Jobs and Professions vocabulary list ! And if you’re looking for a job, be sure to read my article on How to Find a Job in the United States for practical information for your job search.

3- Talking About Family

Family may be the most unique topic in this article, and one that’s both personal and societal. You may or may not be asked about your family during your first conversation with someone. But if you are, and you feel like opening up a little bit, below are a few sentences you can use to talk about your family .

• I have a big family.
• I have a younger brother .
• I have one sister .
• I have two uncles and one aunt .
• My grandma is a bookkeeper .
• My mom and I aren’t very close.

If you’re not comfortable talking about your family, that’s completely fine and the other person will likely understand. You can let them know this as follows:

• I don’t really like talking about my family. Can we talk about something else?

4. Sharing Personal Details

Usually, a conversation will begin to drift toward lighter, more personal matters after the basics are out of the way. This doesn’t always happen during your first conversation with someone, but the following topics are likely to come up sooner or later.

In the United States, people love (and treat) their pets like family. Don’t be surprised if the person you’re talking with brings up their pets, or wants to know about yours.

• I have a bird named Chirpy .
• I have two fish .
• I have a cat and a lizard . Their names are Lola and Slinky .
• I have one cat and one lizard .
• I used to have a dog , but we gave it away .
• I don’t have any pets.

For a comprehensive list of popular U.S. pets and other animals, check out our Animals vocabulary list .

Many friendships begin when two (or more) people realize they have similar interests. Talking about hobbies or favorite activities is one of the simplest ways to have a deeper conversation with someone. And you never know; you may find yourself a new gym buddy, writing critique group, or fellow foodie.

Here are a few ways to describe what hobbies you’re into and what you enjoy doing in your spare time:

• I enjoy doing free writing .
• I like drawing .
• I play video games in my free time.
• I jog and watch TV in my free time.
• I don’t have any hobbies.

5. Bonus: “Favorite” Questions!

So far, I’ve gone over basic questions and topics that usually come up during introductions. But you may find that people you meet are curious to know more about you and will start asking about your favorite of something (which of something you like the most).

The following questions are commonly asked when people are getting to know each other, and are usually a lot more interesting than talking about work or school. 😉

• What’s your favorite color ?
• What’s your favorite animal?
• What’s your favorite subject in school?
• What’s your favorite movie/ TV show ?
• What’s your favorite band/song?
• What’s your favorite book?
• What’s your favorite food ?
• What’s your favorite candy/dessert?

These are questions that you can ask your conversation partner as well to keep the conversation going and entertaining! This is also a great way to find similarities (and differences) between you and the person you’re meeting.

6. “Introduce Myself in English” Essay

Can you introduce yourself in English paragraphs using the information in this article? Tell us about yourself in the comments; we look forward to hearing from you!

Here, I’ll write an example “Introduce Myself in English” essay. To introduce myself in English, I might write the following:

Hi! My name is Tabitha, or Tabby for short. I’m turning twenty-one this June, and I’m from the United States. I used to be a student at Lumerit Scholar, and I majored in Creative Writing. I’m self-employed as a writer and editor. I have a big family. I have one sister and one brother. I used to have a cat, but she passed away. I do writing and walking in my free time. My favorite color is blue, my favorite book is The Thorn Birds , and my favorite candy is Reeses’ Peanut Butter Cups.

Note that as your English skills improve and you become more familiar with the language as a whole, your self-introductions will become more fluid and meaningful!

7. Conclusion: How EnglishClass101 Can Help You Master English!

How do you feel about introducing yourself in English now? Are there any more English self-introduction phrases or situations you want to know about? We love hearing from you, and look forward to learning more about you in your essay!

To continue learning English, visit us at EnglishClass101.com ! We offer practical learning tools for every learner, ensuring that anyone can master the language. Read more insightful blog posts like this one, study our free English vocabulary lists , and listen to our podcasts on the go! You can also chat with fellow English learners on our community forums , or upgrade to Premium Plus to take advantage of our MyTeacher program and learn English one-on-one with your own teacher!

Know that with enough practice, you can become more than fluent in English—you can start speaking like a native! And EnglishClass101 will be here with study tools and support on every step of your way there.

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ELA  /  7th Grade  /  Unit 1: Longing to Belong: Poems, Essays, and Short Stories

Longing to Belong: Poems, Essays, and Short Stories

Students explore the different ways individuals develop a sense of belonging through a variety of voices, texts, and genres.

• Text and Materials

Unit Summary

As teenagers become more aware of the world around them, they feel an innate need to belong. In this 7th grade unit, students will explore what it means to belong. The unit will delve into the science behind the universal human need to belong, allowing students to reflect on their own experiences and understand the importance of relationships and connections. Students will also explore what it means to belong to a culture or community through the experiences of teenagers, both fictional and real, in poems, short stories, and essays. Through engaging with diverse literary works, like poems and short stories, they will see examples of teenagers who are discovering what makes them unique and how their individual identities contribute to a larger collective. By the end of this unit, students will not only have a deeper understanding of what it means to belong but also a newfound appreciation for the richness that comes from embracing diversity and individuality within a community.

Please Note : This is a new Unit 1 for 7th Grade, released in July 2024. You can find the previous 7th Grade Unit 1 Defining America: Poems, Essays, and Short Stories in the archives.

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Texts and Materials

Some of the links below are Amazon affiliate links. This means that if you click and make a purchase, we receive a small portion of the proceeds, which supports our non-profit mission.

Core Materials

Article:  “The Science of Belonging and Connection”

Essay:  “Hello, My Name Is ______” by Jason Kim   —  1000-1100L

Essay:  “Carmen Perez” by Carmen Perez (Gallery Books)

Essay:  “Introduction” by America Ferrera

Podcast:  “This American Life 803: Greetings, People of Earth | Act Four, Jorts and All” by Diane Wu

Transcript:  “Greetings, People of Earth | Act Four, Jorts and All Transcript”

Poem:  “Identity” by Julio Noboa Polanco

Poem:  “Hanging Fire” by Audre Lorde

Poem:  “Teenagers” by Pat Mora

Poem:  “I, Too” by Langston Hughes

Poem:  “Where You From?” by Gina Valdés

Article:  “The Science Behind our Need to Belong”

Short Story:  “First Day Fly” by Jason Reynolds

Short Story:  “Why I Learned to Cook” by Sara Farizan (from Fresh Ink )

Short Story:  “Popularity” by Adam Bagdasarian

Website:  Northern Plains History and Cultures: How do Native People and Nations Experience Belonging? by the Smithsonian National Museum of the American Indian

Supporting Materials

Rubric:  Analytical Writing Rubric, Mid-Unit Task (G7, U1)

Rubric:  Narrative Writing Rubric (G7, U1, L21-24)

The following assessments accompany Unit 1.

Content Assessment

The Content Assessment tests students' ability to read a "cold" or unfamiliar passage and answer multiple choice and short answer questions. Additionally, a longer writing prompt pushes students to synthesize unit content knowledge or unit essential questions in writing. The Content Assessment should be used as the primary assessment because it shows mastery of unit content knowledge and standards.

• Download Content Assessment
• Download Content Assessment Answer Key

Vocabulary Assessment

The Vocabulary Assessment tests student's knowledge and usage of the unit's of text-based vocabulary.

• Download Vocabulary Assessment
• Download Vocabulary Assessment Answer Key

Fluency Assessment

The Fluency Assessment measures students' ability to read a grade-level text with accuracy and prosody, at a proficient rate, with a reading passage drawn from one of the unit's core texts. Find guidance for using this assessment and supporting reading fluency in Teacher Tools.

• Download Fluency Assessment

Intellectual Prep

Suggestions for how to prepare to teach this unit

Before you teach this unit, unpack the texts, themes, and core standards through our guided intellectual preparation process. Each Unit Launch includes a series of short videos, targeted readings, and opportunities for action planning to ensure you're prepared to support every student.

Essential Questions

The central thematic questions addressed in the unit or across units

• How is the need to belong universal? 
• What does it mean to belong to a culture or community? 
• How does an individual contribute to a larger collective?

Enduring Understandings

• The need to belong is an intrinsic human desire, and it has been throughout human history. 
• Individuals can feel a strong connection to their culture or community. These relationships strengthen the individual and help them develop their identity and who they want to become. 
• Feeling a positive sense of belonging has a measurable positive impact on people's lives and academic achievement. 
• The strong desire to belong can cause individuals to intentionally or unintentionally harm people who are outside of that group.

Literary terms, text-based vocabulary, idioms and word parts to be taught with the text

admiration asset assimilating assertively belonging betrayed captivated dependable exuberance impactful intersectionality sacred sustain trepidation transcend universal uncertainty

Literary Terms

central idea colloquial language enjambment extended metaphor figurative language free verse hyperbole literary point of view lyric poetry refrain rhyme scheme speaker structure stanza symbolism theme tone

To see all the vocabulary for Unit 1 , view our 7th Grade Vocabulary Glossary .

Content Knowledge and Connections

Fishtank ELA units related to the content in this unit.

Previous Fishtank ELA Connections

• 1st Grade ELA - Being a Good Friend
• 2nd Grade ELA - Stories of Immigration
• 3rd Grade ELA - Defining Identity: Dyamonde Daniel and My Name is María Isabel
• 5th Grade ELA - Friendship Across Boundaries: Return to Sender
• 6th Grade ELA - Expressing Yourself: Women in the Arts

Future Fishtank ELA Connections

• 7th Grade ELA - Advocating for Change: Uprising & Flesh and Blood So Cheap
• 7th Grade ELA - Pursuing Dreams: A Raisin in the Sun
• 7th Grade ELA - Finding Home: The House on Mango Street
• 7th Grade ELA - Exploring Identity: American Born Chinese
• 7th Grade ELA - Claiming Our Place: LGBTQ+ Experiences in the United States (2021)
• 9th Grade ELA - Me, Myself, and I: Examining Personal Identity in Short Texts

Supporting All Students

In order to ensure that all students are able to access the texts and tasks in this unit, it is incredibly important to intellectually prepare to teach the unit prior to launching the unit. Use the guidance provided under 'Notes for Teachers' below in addition to the Unit Launch to determine which supports students will need at the unit and lesson level. To learn more, visit the Supporting All Students Teacher Tool.

Notes for Teachers

Notes to help teachers prepare for this specific unit

Many of the lessons within this unit touch on themes of immigration and may be a sensitive topic for some students.Students may have opinions about this topic—shaped by personal experiences, conversations with family members and peers, and/or exposure to media coverage of the issue. For some students, this may be a very personal and potentially emotional topic. As always, it is essential to make the classroom a safe space for all students to express their ideas, listen to others, and share their experiences (if they feel comfortable doing so). This topic has the potential to make some students feel alienated or vulnerable to assumptions from peers.

Identify how the author structures the text to explain the science behind our need to belong.

RI.7.2 RI.7.5

Analyze figurative language to reveal character perspective and motivation. 

RL.7.3 RL.7.4

• “This American Life 803: Greetings, People of Earth | Act Four, Jorts and All”
• “Greetings, People of Earth | Act Four, Jorts and All Transcript”

Analyze how the podcast and the delivery of the lines adds a layered meaning to the words in the transcript. 

RI.7.4 RI.7.7

Summarize Geoffrey Cohen's research on the science of belonging and connection. 

Analyze how word choice and structure contribute to the speaker's perspective in the poem.

RL.7.4 RL.7.5 RL.7.6

Gather information from various multimedia sources to determine the central idea of belonging for Native People of the Northern Plains.

RI.7.2 RI.7.9

Explain how the structural choices in the poem, "Where You From?" develop meaning.

RL.7.2 RL.7.5

Explain how Carmen Perez's experiences in her community shape her life.

RI.7.2 RI.7.3

Analyze how the poet uses repetition to convey the tone of a poem.

RL.7.4 RL.7.5

Unpack the elements of argumentative writing through a Mentor Text.

W.7.1 W.7.9

Unpack an argumentative essay prompt, write a strong claim statement, and outline an essay.

W.7.1 W.7.5 W.7.9

Draft and revise two strong body paragraphs.

W.7.1 W.7.1.a W.7.1.b W.7.1.c

Draft strong introduction and conclusion paragraphs.

W.7.1 W.7.1.a W.7.1.e

Revise essays for tone and strengthen argument through counterclaims.

W.7.1 W.7.1.c W.7.1.d

• “Hello, My Name Is ______”
• “Teenagers”

Compare the theme presented in a nonfiction essay, "Hello, My Name Is _______" and a poem, "Teenagers."

Analyze how Farizan develops the symbol of cooking in the novel.

RL.7.2 RL.7.4

Students will explain the theme or message in America Ferrera's introduction.

Explain how the structure of "First Day Fly" conveys the narrator's perspective.

RL.7.5 RL.7.6

Analyze how Polanco develops the theme of the poem through figurative language and word choice.

Socratic Seminar

Take a clear position on a question and share evidence to support that point of view in a Socratic dialogue.

SL.7.1 SL.7.1.a SL.7.1.b SL.7.4

Unpack the expectations of a Writing Task, study a Mentor Text, and begin to plan a personal narrative.

W.7.3 W.7.5

Draft a body paragraph that includes descriptive, sensory details about a specific food.

W.7.3 W.7.3.b W.7.3.d

Draft an engaging introductory paragraph and experiment with narrative pacing while writing body paragraphs.

W.7.3 W.7.3.a W.7.3.b

Write strong conclusions, differentiate between sentence types, and engage in peer feedback.

L.7.1 L.7.1.b W.7.3 W.7.3.e W.7.5

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Common Core Standards

Core standards.

The content standards covered in this unit

Language Standards

L.7.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.7.1.a — Explain the function of phrases and clauses in general and their function in specific sentences.

L.7.1.b — Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

L.7.4 — Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.

L.7.4.a — Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

L.7.4.c — Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

L.7.4.d — Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

L.7.5 — Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.7.5.a — Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.

L.7.6 — Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Reading Standards for Informational Text

RI.7.2 — Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

RI.7.4 — Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.

RI.7.5 — Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

Reading Standards for Literature

RL.7.2 — Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

RL.7.4 — Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

RL.7.5 — Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning.

Speaking and Listening Standards

SL.7.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.

SL.7.1.a — Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

SL.7.1.b — Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

SL.7.4 — Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

SL.7.5 — Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

Writing Standards

W.7.1 — Write arguments to support claims with clear reasons and relevant evidence.

W.7.1.a — Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.

W.7.1.b — Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

W.7.1.c — Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

W.7.1.d — Establish and maintain a formal style.

W.7.1.e — Provide a concluding statement or section that follows from and supports the argument presented.

W.7.3 — Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

W.7.3.a — Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

W.7.3.b — Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

W.7.3.c — Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

W.7.3.d — Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

W.7.3.e — Provide a conclusion that follows from and reflects on the narrated experiences or events.

W.7.5 — With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

W.7.7 — Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

W.7.8 — Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Supporting Standards

Standards that are practiced daily but are not priority standards of the unit

L.7.2 — Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.7.2.b — Spell correctly.

L.7.3 — Use knowledge of language and its conventions when writing, speaking, reading, or listening.

L.7.3.a — Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

L.7.4.b — Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).

L.7.5.b — Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.

L.7.5.c — Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).

RI.7.1 — Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.7.3 — Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

RI.7.7 — Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium's portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).

RI.7.9 — Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

RI.7.10 — By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

RL.7.1 — Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.7.3 — Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

RL.7.6 — Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

RL.7.10 — By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

SL.7.2 — Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

SL.7.3 — Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.

SL.7.6 — Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

W.7.2 — Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content

W.7.2.a — Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

W.7.2.b — Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

W.7.2.c — Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

W.7.4 — Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.7.6 — Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

W.7.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.7.9.a — Apply grade 7 Reading standards to literature (e.g., "Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history").

W.7.9.b — Apply grade 7 Reading standards to literary nonfiction (e.g. "Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims").

W.7.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Advocating for Change: Uprising & Flesh and Blood So Cheap

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Guide on How to Say “My Name Is” in Advanced English

Greetings! Communicating your name in English is a crucial part of introducing yourself. Whether you’re in a formal or informal setting, projecting confidence and clarity when saying your name can make a lasting impression. In this comprehensive guide, we will explore various ways to express “My name is” in advanced English, featuring tips, examples, and even regional variations. Let’s get started!

Table of Contents

Formal Ways to Say “My Name Is”

In formal contexts such as job interviews, formal meetings, or business settings, it’s important to adopt a polite and professional tone. Here are some formal expressions to introduce yourself:

1. Using Full Sentences

When formality is key, complete sentences are generally preferred. Consider the following examples:

Example 1: Good morning, my name is [Your Name]. Example 2: I’d like to introduce myself. I am [Your Name]. Example 3: Allow me to introduce myself. I go by the name of [Your Name].

2. Using Formal Titles

An alternative approach in formal situations is to use titles before stating your name. Here are a few examples:

Example 4: Hello, I’m Dr. [Your Name]. Example 5: Good afternoon, I’m Professor [Your Name].

3. Using Formal Phrases

In some formal instances, you may choose to use specific phrases to introduce yourself professionally:

Example 6: Pleased to meet you. My name is [Your Name]. Example 7: May I introduce myself? I am [Your Name].

Informal Ways to Say “My Name Is”

When engaging with friends, casual acquaintances, or in informal social gatherings, you can take a more relaxed and friendly approach. Here are some informal ways to introduce yourself:

1. Using Contractions and Informal Language

To create a casual tone, you can opt for contractions and informal language. Consider these examples:

Example 8: Hey there, I’m [Your Name]. Example 9: What’s up? My name’s [Your Name]. Example 10: Hi, I go by [Your Name]. Nice to meet you!

2. Using Slang or Regional Variations

Depending on your location and familiarity with regional dialects, you might incorporate slang or regional variations. Here are a few examples:

Example 11: Yo, I’m [Your Name]. Example 12: Wassup? The name’s [Your Name].

Note: Keep in mind that slang should only be used in appropriate situations with people who will understand and appreciate it.

Additional Tips for Saying “My Name Is”

1. Confidence and Clarity

When introducing yourself, aim to speak with confidence and clarity. Pronounce your name slowly and enunciate each syllable to ensure it’s understood.

2. Nonverbal Communication

Accompany your introduction with appropriate nonverbal cues. Maintain eye contact, offer a friendly smile, and use appropriate body language to create a positive impression.

3. Practice Pronunciation

If you are unsure about how to pronounce your name in English, practice it beforehand. Seek assistance from native English speakers or use pronunciation tools available online to refine your pronunciation.

4. Be Open to Clarification

Don’t hesitate to clarify or repeat your name if the person you’re speaking with seems unsure or mishears it. It’s important to ensure others can address you correctly.

Now armed with a range of formal and informal ways to say “My name is” in advanced English, you can confidently introduce yourself in various social and professional situations. Remember to adapt your expressions to the context, maintain clarity and confidence, and be open to customization based on unique regional variations. Practice, and soon introducing yourself will become second nature. Best of luck!

Related Guides:

• How to Say Beautiful in Advanced English: A Comprehensive Guide with Tips and Examples
• How to Say Goodbye in Advanced English: Formal and Informal Ways
• How to Say Good Morning in Advanced English: Formal and Informal Ways, Tips, and Examples
• How to Say “Happy” in Advanced English: Formal and Informal Ways Explained
• Guide: How to Say “I Miss You” in Advanced English
• Guide to Saying “Shut Up” in Advanced English
• How to Say “Take Care” in Advanced English: Formal and Informal Ways
• Guide on How to Say “Welcome” in Advanced English

About The Author

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The difference between "I am" and "My name is" in a face-to-face meeting

Not all my English language teachers are native speaker, but they told me that "never use I'm FirstName LastName when you introduce yourself".

Instead they told me that when trying to introduce yourself to new people, I may say "Hi, my name is FirstName LastName, you can call me Kitty..."

I wonder under What circumstance I can say "I am ..." ?

Is it informal and incorrect for one to say "I am FirstName LastName" in a face-to-face meeting ?

If, when I meet with my favourite pop singer in the street, I will probably say to her / him "I am FirstName LastName. I am a big fan of yours"

Edited: I remembered that they had also told me not to say "I am nickName" when telling someone else who you are on the phone.

• 1 Did any of them give a reason? –  Stephie Commented Jan 11, 2015 at 21:01
• The first thing I learned in English was that "I am" and "my name is" are both used for introductions. (of course after the alphabets!) I feel depressed. :) Seriously though, why would they say that? For sure there are subtleties among the two expressions but none are inapplicable in introduction, unless a native proves me wrong. –  M.A.R. Commented Jan 11, 2015 at 21:11
• I once was told to never say "my name is" when I could say "I am" in professional situations when I need to make a strong impression. Psychologically speaking, the "I am" shows a lot more self-confidence and presence. But that was in German - I'd guess the same principles apply in English. Any input from the native speakers? Perhaps giving some cultural background (BE, AE, ...). –  Stephie Commented Jan 11, 2015 at 21:20
• I'd probably use I am to introduce myself, but not out of assertiveness, more because it sounds friendlier. –  Jon Story Commented Jan 11, 2015 at 21:28

5 Answers 5

Never use "I'm John Smith" when you introduce yourself; instead, use "My name is John Smith."

I would agree with this much: in general, using "my name is" is probably preferable to "I am", because there is more to who we are than our name.

That said, I think never use is a bit overly strong, although I wouldn't be surprised to learn a non-native-speaking English teacher was offering that advice. Language teachers can sometimes be a bit stuffy, and woefully unaware of oft-used, informal conventions.

Most native speakers aren't going to bat an eye if you say, "Hello, I'm David." It's normal, idiomatic conversational speech.

Moreover, there are times where "Hello, I'm David," might be the most natural way to say your name.

Suppose you are one of four people are seated in a circle in a classroom. Your name is John Smith. The teacher asks you all to introduce yourselves to one another, and the person to your left begins:

"Hi, I'm David Carson."

and then it continues clockwise around the circle:

"Mike Jones" [uttered with a quick wave] "Hello." [smiles and nods] "Linda Everett."

Now it's your turn. Follow the advice of your English teacher, and you'll mechanically say,

"My name is John Smith."

Truth is, "I'm John Smith" would have been just fine. Most likely, no one is going to think David Carson is an idiot who does not know the right way to introduce himself.

As I write this answer, I'm imagining myself in different settings, giving my name for the first time.

I think tone can be as important as word choice. Give your name as if you're God's gift to the world, and it can sound either mechanical or pretentious.

Context is also important. "I am..." sounds natural if you are giving your name plus some additional information:

I am David Carson, the marketing director for Acme Corporation.

which is a nicely condensed form of:

My name is David Carson, and I am the marketing director for Acme Corporation.

Lastly, conspicuously absent from your question is the difference between "I am David Carson," and "I'm David Carson." The contracted version can sound more approachable and friendly, while the longer version can sound more stiff and pretentious. That said, mannerisms such as warm smiles, friendly nods, affable handshakes, and welcoming intonations also play a big role in how your introduction will be perceived.

If you're too worried about the words you use, that might have an adverse affect. Just relax and tell us who you are.

I only wanted to add that as an American and native English speaker I have rarely if ever heard anyone introduce himself or herself with 'my name is'. It sounds awkward to me. The only circumstances that I can recall hearing that phrase are when someone is giving a scripted speech to a large group or when a computerized device is introducing itself. In that last circumstance, though, I wonder if perhaps the person who wrote the dialogue was not a native English speaker.

• I think the “My name is...” gets used often in a group setting. For example, if an instructor on the first day of class says, “Let’s go around the room and introduce ourselves,” I think you’d hear quite a few people starting off with, say, “My name is Jeff...” In a one-on-one setting, though, I tend to agree with you. –  J.R. ♦ Commented Feb 10, 2018 at 12:12

I think it's more important not to mistakenly use it the other way when using a title or other description.

My name is John Smith. I'm John Smith. I'm Doctor Smith.

My name is Doctor Smith.

You are really giving a salutation and informing your name, but you are not saying anything else about yourself, yet. In a formal situation I would go with either of these:

Hello, my name is FirstName LastName, but you can call me Kitty... Hello, my name is FirstName LastName, but (most) people call me Kitty...

While I think "I am" is commonly used, this is more suitable for describing your person. You could say something like this:

Hello, my name is FirstName LastName, but you can call me Kitty. I am a doctor with 15 years experience in...

Informally I think you could go with either my name is or I am .

BTW, I would not use "Hi" in a formal situation. Hello or I am pleased to meet you would be better. In fact, if you start with I am pleased to meet you , then my name is follows naturally:

I am (I'm) pleased to meet you. My name is FirstName LastName, but you can call me Kitty...

• I might suggest adding that, by saying "I am FirstName LastName", the speaker seems to be correcting a misperception that s/he is someone else. –  A.Ellett Commented Jan 11, 2015 at 22:07
• @A.Ellett A grave faux pas. But how then do you discumber yourself of the reproach that by saying "My name is..." you seem to be correcting the misapprehension that you bear a different name? –  StoneyB on hiatus Commented Jan 11, 2015 at 22:26
• @StoneyB I was unclear. I meant, if whoever you're speaking to thinks you are someone else, then it would be fine to say, "I am FirstName Last". As in a case of mistaken identity, no more. –  A.Ellett Commented Jan 11, 2015 at 22:59
• @StoneyB Actually, I have introduced myself that way at conferences when I meet someone who I've corresponded with but never met in person. When we meet, I might easily say, "Hello I am First Last Name". –  A.Ellett Commented Jan 11, 2015 at 23:01
• 1 @CarSmack Hmm... OK I wrote it differently. Specifically, the my name is part is informing your name only, nothing else. No doubt you would say something else as an introduction. –  user3169 Commented Jan 12, 2015 at 0:21

The correct way of introducing your self is, "My name is". Our brains work mysteriously, we are able to determine whether this is a name or a state reference because...

• Our brains have lists of words in English that are name references.
• We know that when something sounds weird is probably not a name.

However, there are times that it becomes ambiguous... for example picture someone whose name is Happy and he introduces himself saying, "I am Happy". It's not much of a problem when he writes it because names start with capital letters in a middle of a sentence so at least one can know after analysing that his name is Happy. But speaking it... it sounds really ambiguous hence it is good to say, "My name is".

• 1 I've known a few people with unusual names where this kind of amusing conversation ensued. One was a friend named Natsu, which happens to be pronounced like "Not Sue". So, even when she said, "My name is Natsu," some people would sometimes answer, "Well, then, what IS your name?" She once had to show some folks her ID card before they understood what she was telling them. –  J.R. ♦ Commented Nov 28, 2015 at 11:26

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