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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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About this showcase
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.
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.
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{[
["1", "Plan", "Choose one outcome, learner group and realistic evidence of success."],
["2", "Deliver", "Teach the focused segment with clear language and purposeful interaction."],
["3", "Receive feedback", "Review observable evidence against the task or assessment criteria."],
["4", "Reflect", "Select practical changes and apply them in the next teaching attempt."],
].map(([number, title, text]) => (
-
{number}
{title}
{text}
))}
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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.
{CATEGORIES.map((category) => {
const isActive = category.key === data.category;
return (
{category.title}
{category.description}
); })}{activeCategory.label}
Published Graduate Presentations
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No graduate presentations found
Try another name or topic, or return to the complete collection.
View all presentationsWatch 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.
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{String(index + 1).padStart(2, "0")}
))}
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.
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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.
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{EFFECTIVE_DEMONSTRATION_CHECKLIST.map((item) => (
- {item} ))}
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.
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IELTS trainer development
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Microteaching help
Frequently Asked Questions
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