ESOL Level 1 Speaking Practice: Plan a Short Talk

Plan a talk that your audience can follow

For this ESOL Level 1 speaking practice, explain a practical idea to an audience. Organise a clear opening, develop your main points and respond to questions afterwards. Use brief notes to support your meaning rather than memorising a complete script.

In the Skills for Life pathway, Level 1 follows Entry 3; it is a different stage from Entry 1. The government's qualification-level guide distinguishes the Entry sub-levels from Levels 1 and 2. Our ESOL levels guide explains the learning pathway.

The tasks below are original communication practice. They do not set an exam format, assess your level or replace your course's assessment guidance.

Your practice task: explain a proposal

Imagine you attend the fictional River Street Learning Centre. You are speaking at a meeting of adult learners and staff.

Your idea is to reduce avoidable paper waste after lessons. Some sheets are blank on one side, and routine reminders are sometimes printed separately for everyone. Some learners still need paper copies. Other people are concerned that a collection tray could become untidy.

No changes have been agreed. Your talk should:

• Explain the issue so that everyone understands your purpose.
• Suggest two practical actions and explain why each might help.
• Respond to one possible concern.
• Finish with a clear next step and invite questions.

This is an invented situation for language practice. You are proposing changes for discussion, rather than announcing a real centre policy.

Organise the talk before choosing every sentence

Start with your audience. They need to understand the idea, decide whether it is practical and ask about anything unclear.

These are useful parts for this practice talk, not a compulsory structure for every assessment. You can change the order if your audience can still follow your meaning.

One possible talk

Today I'd like to suggest two ways we could reduce avoidable paper waste at our centre. We sometimes leave sheets that are blank on one side, and we sometimes print separate copies of routine reminders. I think we could use some of that paper more carefully.

First, we could keep appropriate one-sided paper in a clearly labelled tray. Learners could use it for quick notes. We would need to ask staff which paper is suitable. Anything with names or other personal information should stay out of the tray.

Second, we could use one class noticeboard for routine reminders instead of giving everybody an extra sheet. This might reduce the number of separate copies. Paper copies would still be available for people who need them, and staff would need to agree which reminders could go on the board.

I understand the concern about an untidy tray. We could start with one small tray and agree who would check it before trying the idea. If it takes up too much space or becomes difficult to manage, we would need to change the arrangement.

My suggestion is to ask staff whether a small trial is possible. We could then check what works and what needs changing. Which part of the idea would be useful to you, and what concerns would you like us to consider?

Why this talk is easy to follow

The opening names the issue and tells listeners there will be two suggestions. Each main point includes an action and a reason, rather than a list of objects.

The speaker acknowledges a practical concern and proposes checking responsibility before starting. The ending asks for permission and feedback. It does not claim that staff have approved the changes or that the proposal has already saved paper.

Words such as “first” and “second” help listeners follow the organisation. They are useful when they match the actual structure; adding them to disconnected ideas will not create a clear explanation.

Turn the model into brief prompt notes

A complete written model can help you notice the organisation. For your own attempt, put it aside and use a few prompts:

• Purpose: paper waste → two ideas.
• Idea one: suitable one-sided sheets → labelled tray → quick notes → ask staff.
• Idea two: routine reminders → noticeboard → paper copies when needed.
• Concern: mess or space → small trial → agree who checks.
• Ending: ask permission → review → invite questions.

Try explaining each prompt in your own words. If you forget a sentence from the model, explain the idea another way. You are helping a listener understand, not trying to reproduce a paragraph exactly.

For its own talk tasks, ESB's Skills for Life guidance discusses brief notes rather than learning a talk by rote. Your own provider can explain the conditions for your particular assessment.

Respond to the question you are actually asked

Invite a partner to ask a question after your talk. Give yourself a moment to understand it. If necessary, ask them to explain what they mean before answering.

What if I still need a paper copy?

Possible answer: You could still ask for one. The suggestion is to reduce extra copies of routine reminders, while keeping a paper option for people who need it.

This answer responds to access to information. Repeating how to label the tray would not answer the question.

Who would check the tray?

Possible answer: That has not been agreed. Before starting, we would need to speak to staff and ask whether someone could take responsibility for it.

This answer separates an idea from an agreed arrangement. Do not invent a volunteer simply to make the proposal sound complete.

How much paper would it save?

Possible answer: We do not know yet. During a trial, we could keep a simple record and compare what happens before and after. That would help us decide whether the idea is useful.

No saving has been measured in this fictional task. An honest answer can identify information you would need, rather than produce an invented number.

Could you explain the noticeboard idea again?

Possible answer: Do you mean what would go on it, or how people would get the information? For routine reminders, staff could put one notice on the board. Anyone who needs a paper copy could still ask for one.

Here the speaker checks the question and then gives a clearer explanation. A follow-up question might reveal a different concern, so be ready to respond again.

Prepare your own talk on a new topic

Choose a practical idea you can explain without inventing facts about a real organisation. You could discuss helping new learners find the right room, organising shared learning materials or making a reading group easier to join.

Write down:

1. Who will hear your talk and what they need to understand.
2. Your purpose in one sentence.
3. Two or three main points, each with a reason or example.
4. One concern a listener might raise.
5. A next step you can suggest without pretending it is already agreed.

Make prompt notes, put any full draft aside and speak to a partner. Ask them to tell you one clear point and one part that needs more explanation. Revise that part and try again.

If you are alone, speak from your notes, then check whether you covered the planned ideas. You can rehearse organisation this way, but a written checklist does not provide independent feedback on how your spoken delivery sounds.

Review the meaning, organisation and response

Ask your listener:

• Was the purpose clear near the beginning?
• Could you identify my main points and the reasons behind them?
• Was an example specific enough to help?
• Did I acknowledge a concern instead of dismissing it?
• Did my answer address your question?
• Was the next step clear, and did I avoid presenting an idea as a confirmed decision?

For practice with shorter turns, try our Entry 1 conversation questions. Our Entry 3 skills guide also includes explaining situations and responding to ideas. A short exchange, a discussion and an organised talk give you different opportunities to use English.

You can explore general supplementary activities on the official ESOL English app page, then bring useful language into your own talk. A matching presentation lesson or personal speaking assessment is not promised.

Find resources for your own qualification

Use your actual awarding organisation's material when preparing for an assessment. The ESB Level 1 Skills for Life resources and Trinity Level 1 speaking and listening resources provide provider-specific support.

Check the qualification title and effective date of any guide. A resource page may include an announcement about a future format alongside material for current courses. Follow the instructions that apply to your course, rather than treating this original short-talk activity as an exam template.