EWS Public speaking: learn, practise and improve

You stand up to speak, but your opening is “I have many things to tell you.” What should the audience listen for? Give them one clear purpose before you add more information.

Imagine Arun is explaining a new study group. His listeners need to know whether they should join. He could start with a long history of the idea, but that would delay the information they need.

Instead, Arun says, “I would like to explain how our weekly study group can help us practise English.” The subject is clear, and the audience knows why the talk matters. Now he can choose two points that serve that purpose.

His first point is the activity: “Each Tuesday, we practise a short conversation in pairs.” His second point is support: “Afterwards, we compare useful phrases and help each other improve one sentence.” Both points explain what joining the group would involve.

Arun can close with one next step: “If you would like to try it, join our first practice after class.” He has not promised instant fluency. He has explained a specific activity and invited the audience to try it.

For your own short talk, write the purpose in one sentence. Choose two points that support it and one suitable next step. Rehearse using those short notes, then check whether a listener can tell you the main purpose.

“Our study group is useful. It is very useful. It is really useful.” The speaker has repeated an opinion, but the listener still does not know what happens in the group. A longer talk needs more useful information, not more versions of the same sentence. Let us build that information step by step.

Imagine Leena wants to explain how a small study group helps its members practise English. Her opening is, “I would like to explain two ways our study group helps us practise.” This tells the audience what to listen for. It also gives Leena a clear boundary. She does not need to explain every event the group has ever organised.

Her first point is speaking practice. She says, “First, we practise short conversations in pairs. For example, one person asks for directions while the other explains the route. Then we change roles.” The example shows what speaking practice means. A listener can now imagine an activity instead of guessing what the word useful means.

Her second point is shared feedback. She says, “We also help each other improve an unclear sentence. For example, if I say, ‘Yesterday I go to college,’ my partner can help me change go to went.” This point adds a different benefit. Leena should not claim that every correction is right. If the group is unsure, they can check with a teacher or a reliable learning resource.

Try this task before hearing the answer. Your point is that the group helps members practise listening. Which example supports it: members listen to a short message and compare the details they understood, or members choose a new colour for the group poster? Pause and choose. The message activity supports listening because members need to understand spoken information. Choosing a colour may be useful for the poster, but it does not explain listening practice.

Leena can end by bringing the points together: “The group gives us time to practise and a chance to learn from feedback. You can try one activity after class.” That is a specific invitation. It does not promise instant fluency. Now choose a club, activity or service you know. Write one purpose, two different points and one example for each. Pause to give your talk. Ask a listener to tell you the two points. If the listener cannot separate them, revise the examples and try again.