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Learn English with Monsters University
From a Dream to Your First Day
A first day is easier when you can explain your goal and ask useful questions. Practise introductions that lead to a real conversation, not just a name exchange.
Created by Denis M., British English teacher.
Content note: Comic monsters, scaring and a fictional safety warning. Do not endorse crossing safety lines to prove enthusiasm. Avoid asking learners to imitate frightening behaviour.
A little context: Young Mike visits a workplace connected to his dream. Years later, he arrives at university. The lesson follows aspiration into the practical business of starting.
Watch each clip, then try its activities.
Watch each clip, then try its activities.
Study guidance
On my own: Read the vocabulary, watch once for the first-watch question, then attempt the six checks. Replay as needed. Speak before opening models; take both roles in the final task.
With my tutor: Watch for the situation, support answers with details and discuss all three core prompts. Keep follow-ups flexible. Correct selected errors after the first response, then retry.
- Explain a goal with want to or hope to.
- Ask practical first-day questions.
- Introduce yourself and ask a relevant follow-up.
Vocabulary, examples, grammar practice, audio scripts and possible speaking answers are original teaching material. The vocabulary helps you discuss the scenes; not every item is spoken in the clips.
Before you watch
What do you need to know on a first day?
Start with: I need to know…
One possible answer
I need to know where to go, when to arrive and whom to ask for help.
Optional follow-up
Which detail can wait until later?
What can make a goal feel more real?
Start with: It feels more real when…
One possible answer
It feels more real when I meet someone who does the job and hear what their day is like.
Optional follow-up
Could that experience change your mind too?
Scarers
The children see a workplace and meet people who do the job.
First watch: What makes the visit exciting for Mike?
English scene guide
A school visit introduces the work of scarers. Education, professional pride and safety all appear in the exchange.
Watch and check · 6 questions
Choose one answer for each question. Answer about this clip only.
Answer key and explanations
- They are on a school visit. The visit has a learning purpose.
- Scaring and collecting scream energy. Keep the fictional setting separate from real science.
- Monsters University. He names his school.
- Rivalry between schools. Both speakers promote a different school.
- A safety line. The warning sets a clear limit.
- The possibility of becoming a scarer. His interest is connected to a goal.
1–2 minGrammar in a minuteB1 · Explain the purpose with so that
“We're here to learn about Scream Energy.”
Use the scene as a starting point. The model below is new practice for a different situation.
New practice, not film dialogue.
I’m visiting the campus so that I can find out about the course.
So that + subject + can + base verb gives an intended benefit. It does not claim that the aim has already been achieved.
Give one learning goal and one practical step.
Speaking · 3 prompts
Speak before opening a possible answer. Different supported interpretations are welcome.
What question would you ask someone who does your dream job?
Start with: What is… really like?
One possible answer
What is a normal working day really like? I would want to know the difficult parts as well as the exciting ones.
Optional follow-up
What answer might change your plans?
How can somebody show enthusiasm without ignoring rules?
Start with: They can… while…
One possible answer
They can ask questions and pay attention while staying behind the safety line. Interest is not a reason to put people at risk.
Optional follow-up
What could Mike do when he cannot see?
Describe a goal and the help you would need.
Start with: I hope to… To do that…
One possible answer
I hope to become more confident in meetings. To do that, I need practice asking short follow-up questions.
Optional follow-up
What is the first step you could take this week?
Mike’s First Day at Monsters University
Notice what an excited newcomer actually has to do first.
First watch: Which practical steps turn the dream into a first day?
English scene guide
Mike arrives enthusiastically and encounters the practical routines of registration and orientation.
Watch and check · 6 questions
Choose one answer for each question. Answer about this clip only.
Answer key and explanations
- Very excited. His manner shows anticipation.
- Getting registered. Listen for the practical priority.
- Directions to registration. The response guides the newcomer.
- An orientation packet. It introduces the new environment.
- His picture. This is part of the arrival sequence.
- Excitement meets practical first-day steps. The emotional and practical parts coexist.
1–2 minGrammar in a minuteB1 · A future step after registration
“First thing on my list, get registered.”
Use the scene as a starting point. The model below is new practice for a different situation.
New practice, not film dialogue.
After I register, I’ll collect my packet.
In a future time clause, after is followed by present simple, even when the main result refers to the future.
Ask where to go, who to ask and when to arrive.
Speaking · 3 prompts
Speak before opening a possible answer. Different supported interpretations are welcome.
Give a twenty-second first-day introduction.
Start with: Hi, I’m… I’m here to…
One possible answer
Hi, I’m Leo. I’m here to improve my speaking for work. I’m especially interested in presentations.
Optional follow-up
What can the listener ask about that specific goal?
What information would you include in a useful welcome?
Start with: First, I’d explain…
One possible answer
First, I’d explain the timetable and where to get help. Then I’d introduce one friendly person rather than overwhelm the newcomer.
Optional follow-up
What information is too much for the first five minutes?
Ask a follow-up instead of immediately talking about yourself.
Start with: You mentioned… How…?
One possible answer
You mentioned that you moved recently. How are you finding the journey to class?
Optional follow-up
How would you respond if they prefer not to discuss it?
Listen and repeat
Use these original expressions. Try each You say situation before opening a possible reply.
I’m here to learn more about…
Introduce a purpose.
You say: Introduce yourself at a professional workshop.
Possible reply
I’m here to learn more about giving clear presentations.
Here to can be linked; stress the purpose.
Where do I need to go first?
Ask for first-day guidance.
You say: You arrive at a new course and see several desks.
Possible reply
Where do I need to go first? Is registration over there?
Emphasise first so the helper gives a next step.
How are you finding it so far?
Invite an early impression.
You say: A new colleague has finished their first morning. Ask how it is going.
Possible reply
How are you finding it so far? Is anything still unclear?
Finding it means experiencing it here, not locating an object.
You mentioned that…
Connect a follow-up to an answer.
You say: Someone says they want to work abroad. Ask a relevant follow-up.
Possible reply
You mentioned that you want to work abroad. What kind of work interests you?
Pause after the recalled detail before the question.
1–2 minGrammar masteryB1+ · A condition or a time?
“I'm officially a college student.”
Use the scene as a starting point. The model below is new practice for a different situation.
New practice, not film dialogue.
If a place becomes available, I’ll register.
When treats an event as expected; if leaves its occurrence open. Select the connector that matches the situation.
Introduce yourself with one goal and one useful question.
Put it all together
First-day welcome
Role-play a first day on a course or at a workplace. Continue beyond names into useful information.
Bring the career curiosity of Clip A together with the practical introduction in Clip B.
Role A
You are new. Your goal is to speak confidently in small meetings. You know the start time but not the room, break arrangements or whom to ask for help.
Role B
You are a welcoming peer. The group meets in Room 4, breaks at eleven and asks Sam about practical problems. You also joined recently, so do not pretend to know everything.
- State one goal.
- Ask three practical questions.
- Ask one follow-up based on an answer.
- Admit one uncertainty and suggest how to check it.
Optional twist
Room 4 is closed today. Ask the organiser rather than inventing a confident answer.
One possible exchange
Newcomer: Hi, I’m Ana. I’m here to practise speaking in meetings.
Peer: Welcome. Our group is usually in Room 4.
Newcomer: You said usually. Is it different today?
Peer: I’m not sure. Let’s ask Sam before we go upstairs.
Newcomer: Thanks. How are you finding the course so far?
Check your conversation
- My goal was specific.
- My follow-up used something the listener actually said.
- We checked uncertainty rather than guessing.
Try again: Swap roles. Make the second welcome warmer and thirty seconds shorter.
Spoken exit
Give a twenty-second introduction and one follow-up question for a new partner.
Tutor notes
- A2: allow a visible three-question prompt. B1: require a follow-up and an admitted uncertainty.
- Separate enthusiasm from unsafe rule-breaking; do not reward a reckless interpretation of the visit.
- Do not use Mike’s imagined career as proof that persistence always overcomes structural limits.