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Graduate teaching evidence

TESOL Microteaching Examples & Cambridge Veritas Alumni Presentations

Explore real graduate work across TESOL, IELTS trainer development, voice and accent training, and professional English. Use the library to study teaching decisions, presentation techniques and the kinds of evidence that can strengthen a professional portfolio.

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Real Teaching Demonstrations From Cambridge Veritas Graduates

This collection brings together presentations currently published as Cambridge Veritas learner and graduate output. It includes teaching-related demonstrations, trainer-development work, professional communication projects and graduate reflections from different programmes.

The library is evidence-first: cards retain the graduate name, programme and published presentation topic, and link to a public graduate profile when one is available. Because not every presentation is a teaching assessment, only work whose published information identifies microteaching is labelled as a microteaching demonstration. Other work is accurately described as a graduate presentation.

Use these examples to observe choices and generate questions—not to copy a lesson unchanged. Teaching quality depends on the learner group, objective, context and assessment brief. The most useful viewing habit is to identify what the presenter intended, what evidence the audience produced and what could be adjusted in a future version.

Primary evidence

Open individual presentations and review published graduate output directly.

Connected profiles

Follow available graduate-profile and programme links for useful context.

Accurate labels

Microteaching, teaching demonstrations and general presentations remain distinct.

Teacher-practice guide

What Is Microteaching in TESOL and Teacher Training?

Microteaching is a short, deliberately focused teaching-practice activity. Instead of attempting an entire class, a trainee works with one manageable learning objective and a limited lesson segment. That makes it easier to examine specific teaching skills such as setting up a task, modelling language, eliciting responses, checking understanding or giving feedback.

A typical cycle moves from planning to delivery, then to feedback and reflection. The teacher decides what learners should be able to do, selects suitable input and practice, teaches the segment, and reviews evidence from the performance. Feedback may come from a trainer, peers, learners or a recording. The teacher then identifies one or two changes for a later attempt.

A normal presentation mainly communicates information to an audience. Microteaching has a teaching outcome: the audience should process, practise or demonstrate learning. Slides and confident speaking may support the lesson, but they do not replace interaction, an appropriate task or a way to check whether the objective was achieved.

Watching examples helps new teachers turn abstract methodology into visible decisions. Compare the objective with the activity, listen to the instructions, notice who does most of the talking and ask what evidence would convince you that learning occurred.

  1. 1

    Plan

    Choose one outcome, learner group and realistic evidence of success.

  2. 2

    Deliver

    Teach the focused segment with clear language and purposeful interaction.

  3. 3

    Receive feedback

    Review observable evidence against the task or assessment criteria.

  4. 4

    Reflect

    Select practical changes and apply them in the next teaching attempt.

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Explore Graduate Teaching Presentations

Use these crawlable category links to focus the collection. Categories reflect the programme or subject information attached to each published record.

All graduate work

Browse the complete published collection.

TESOL and microteaching examples

Published work identified with TESOL or microteaching practice.

IELTS trainer microteaching

IELTS methodology and trainer-development work.

Voice and accent demonstrations

Pronunciation, speech and trainer communication work.

Professional English presentations

Workplace and specialist communication projects.

Microteaching & TESOL

Published Graduate Presentations

Showing 1-5 of 5 presentations

Heena Ostwal, Cambridge Veritas Certificate in IELTS Masterclass graduate presentation

IELTS trainer development

Heena Ostwal

Certificate in IELTS Masterclass
Topic
Certificate in IELTS Masterclass Presentation
Format
Microteaching demonstration
Focus areas
IELTS methodologyAssessment literacyTrainer communication

“This has been a heartwarming and invigorating journey. I joined this course initially just for certification, but little did I know it would turn out to be so enjoyable and enriching. Every day I looked forward to the sessions, even with my busy schedule, because of our trainer Mr. Krish and the wonderful peers from all over the country. The activities and exercises were enlightening, fun, and taught me out-of-the-box approaches that I can use in my classes. The breakout rooms were excellent, the micro-teaching assignment was a reality check, and the case study was a perfect wrap-up. I even tried some of the activities, like the color activity for True/False/Not Given, in my own class—and my students loved it! The PDFs and the dashboard were very comprehensive and insightful. They gave me a clear idea of each lesson and helped me understand sub-skills, assessment criteria, and the qualities of an exam teacher—something I had never thought of before. Overall, this course has helped me touch back to my roots, fill the gaps in my knowledge, and given me more confidence as a trainer. My heart is filled with gratitude for Krish and the whole team. This has truly been a worthwhile and transformative journey.”

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Sivanandhini P, Cambridge Veritas Certificate in IELTS Masterclass graduate presentation

IELTS trainer development

Sivanandhini P

Certificate in IELTS Masterclass
Topic
Certificate in IELTS Masterclass Presentation
Format
Microteaching demonstration
Focus areas
IELTS methodologyAssessment literacyTrainer communication

“The beautiful thing about learning is that no one can take it away from you. For me, these 10 days gave me awareness, confidence, and so much knowledge. The strategies I learned will really help my students score better, and the breakout rooms and discussions allowed me to learn from my experienced colleagues. I never thought I could teach, but the micro-teaching and assignments made me believe in myself. The dashboard was very unique and insightful – everything was included in one place. This journey has truly transformed me.”

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Thasneem Basheer, Cambridge Veritas Certificate in IELTS Masterclass graduate presentation

IELTS trainer development

Thasneem Basheer

Certificate in IELTS Masterclass
Topic
Certificate in IELTS Masterclass Presentation
Format
Microteaching demonstration
Focus areas
IELTS methodologyAssessment literacyTrainer communication

“My journey from day one was a humongous experience. At first I thought, ‘Oh my God, can I do this?’ but the comfort and motivation Krish gave us made me believe I can achieve great things. I enjoyed activities like mutual dictation, micro teaching, essay writing with the POWER technique, and reading skills like skimming and scanning — all of which I am now using in my classroom. The PDFs, feedback techniques, and band descriptors were eye-openers. I truly feel I have received a complete package of learning, and I’m proud to implement these new skills with my students.”

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Hamna Shafee, Cambridge Veritas Certificate in IELTS Masterclass graduate presentation

IELTS trainer development

Hamna Shafee

Certificate in IELTS Masterclass
Topic
Certificate in IELTS Masterclass Presentation
Format
Microteaching demonstration
Focus areas
IELTS methodologyAssessment literacyTrainer communication

“From a spoken English trainer to an IELTS trainer, this journey was very good for me. At first I was scared and confused, but more than that I was excited because I was starting something new. I learned the IELTS formats, writing tasks, reading skills like skimming and scanning, listening sub-skills, and speaking assessment criteria. I really enjoyed the group discussions, case studies, and micro-teaching — even though mine was a disaster, I learned a lot from it. The most important takeaway for me was using the band descriptors to mark students properly. Overall, this experience was wonderful, and I still want to learn a lot more. Thank you for these amazing classes — I really enjoyed them.”

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Rukmini Kamandula, Cambridge Veritas Certificate in IELTS Masterclass graduate presentation

IELTS trainer development

Rukmini Kamandula

Certificate in IELTS Masterclass
Topic
Certificate in IELTS Masterclass Presentation
Format
Microteaching demonstration
Focus areas
IELTS methodologyAssessment literacyTrainer communication

“From day one to day ten, I was so super excited that I’m going to learn something new. A proper routine was formed — like a school child I used to say ‘this is a no talking zone’ and focus only on class. I started really enjoying the course rather than taking it as a burden. I thoroughly enjoyed the listening micro teaching task, where we had to keep a 15-second audio and frame questions. I also enjoyed preparing how to help learners of different cultures and balance advanced learners with beginners. The PDF material helped me a lot to revise and retain what we learned. I want to do more in-depth, revisit everything, adapt new teaching technologies, and focus on my weaknesses. My goal is to become a trainer.”

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Watch with purpose

What You Can Learn From These Microteaching Examples

Use this observation framework for relevant teaching demonstrations and adapt the questions to the presentation format you are watching.

01

Lesson structure

Notice how a clear opening, focused development and purposeful close help an audience follow the learning journey.

02

Teacher instructions

Listen for concise task directions, sequencing language and checks that help learners understand what to do.

03

Elicitation

Observe how questions and prompts can activate prior knowledge instead of turning every stage into a lecture.

04

Concept checking

Look for evidence that the presenter checks meaning or understanding rather than relying only on ‘Do you understand?’

05

Pronunciation teaching

Study the use of modelling, articulation, stress, rhythm and intelligibility in relevant voice and accent examples.

06

Learner engagement

Consider where a task creates participation, reflection or interaction instead of passive listening.

07

Feedback

Notice whether comments are specific, connected to the objective and useful for a learner’s next attempt.

08

Assessment

Identify what evidence could show that the stated outcome has been achieved by the end of the task.

09

IELTS methodology

In IELTS-related work, examine how a trainer connects task demands, assessment criteria and strategy instruction.

10

Teacher language

Evaluate clarity, pace, tone, questioning and the balance between teacher talk and learner contribution.

How Microteaching Is Assessed

Assessment should begin with the task brief and its stated criteria. A trainer may examine whether the objective is suitable, whether the sequence supports it, how clearly instructions are delivered, how learners participate and what evidence shows that learning occurred.

Feedback is most useful when it refers to observable moments rather than personality. For example, “the instruction contained three actions before learners started” is more actionable than “be clearer.” The trainee can then shorten the instruction, model the task and check it before the next attempt.

Programme requirements differ. A presentation in this public library should not be treated as proof that every Cambridge Veritas course uses the same assessment, duration or rubric. Open the relevant programme page for its current learning and assessment information.

Explore the TESOL certification pathway Browse TESOL teaching examples and resources

What Makes an Effective English Teaching Demonstration?

Use this checklist to plan your own demonstration or to reflect on a published example. The criteria should always be adapted to the learner group and task brief.

  • One clear and observable learning objective
  • A logical sequence with realistic timing
  • Accurate, level-appropriate teacher language
  • Brief instructions with an understanding check
  • Meaningful learner participation
  • Evidence that concepts have been understood
  • Feedback connected to the objective
  • Teaching aids that support rather than distract
  • Reflection on what to retain or improve next time

From practice to evidence

Build Your Own Professional Teaching Portfolio

A useful teaching portfolio is curated, not crowded. Connect each artefact to a professional purpose: a lesson plan shows planning, a short recording shows delivery, trainer feedback shows external observation, and reflection shows how you use evidence to improve. Protect learner privacy and publish recordings only when the necessary consent exists.

Explore graduate profiles IELTS trainer developmentVoice & Accent trainer pathway

Microteaching help

Frequently Asked Questions

What is microteaching in TESOL?

Microteaching is a short, focused teaching-practice activity. A trainee plans and delivers part of a lesson, receives evidence-based feedback and reflects on how to improve a later attempt or full lesson.

Why is microteaching used in English teacher training?

It gives trainee teachers a manageable setting in which to practise objectives, instructions, explanation, interaction, assessment and classroom communication before combining those skills in a longer lesson.

Can I watch real TESOL microteaching examples here?

This collection includes Cambridge Veritas graduate presentations and teaching-related work. Items are described as microteaching only when the published presentation information identifies them as a microteaching task; other items retain accurate labels such as graduate presentation.

What should an English teacher include in a microteaching lesson?

Start with one measurable objective, select a short input or model, plan clear instructions and learner practice, decide how understanding will be checked and reserve time for focused feedback and reflection.

How long should a microteaching lesson be?

The required length depends on the programme and assessment brief. Microteaching is intentionally shorter than a normal class, so teachers should confirm the assigned time and choose an objective that can be demonstrated within it.

How is a microteaching demonstration assessed?

Criteria vary, but a review may consider objective alignment, lesson structure, subject accuracy, instructions, interaction, checking understanding, feedback, time management and the teacher’s reflective evaluation.

What is an IELTS trainer microteaching session?

It is a focused teaching demonstration based on an IELTS skill, task type, strategy or assessment feature. A strong example connects exam knowledge to a teachable learner outcome rather than simply presenting test information.

How can I build a professional English-teacher portfolio?

Include selected lesson plans, teaching materials, recorded demonstrations where consent permits, feedback, reflections, relevant credentials and a short explanation of what each item shows about your teaching practice.