Example: “Open your books to page 25 and look at the picture.”

Rewrite it with pauses:

• Pause before key words (“Open your books/ to page 25.”)

• Pause after asking questions

Then record

• Must apply 3 pause types you practiced.

Tell a different classroom story (1 min).

Before speaking: Close eyes → imagine 3 pictures → speak without planning words.

Playback: Circle in notebook the 3 words you actually stressed.

Reflection Q: “Were they the 3 pictures I imagined? If not, why did my brain choose differently?”

Listen & Mark:

• Identify 3 places where you rushed → write where you should have paused.

• Deliverable: Rewrite that script with pause marks.

Stand up and tap or gesture every time you stress a word.
E.g., small downward hand movement for every stressed word.
(For teachers, this builds body-voice coordination — useful in class instructions.)

Mark 1 anchor word per group (the “loudest” word).

Practice reading only hitting those 3 anchors.

Final round: Record natural speech with full sentence → Compare if those 3 anchors still dominate.

Say the same sentence twice, stressing different words. Notice how meaning changes.

Example:
“I didn’t say she stole the money.”
→ I didn’t say (someone else said it)
→ I didn’t say (I implied it, didn’t say it out loud)

Submit with a self-evaluation:

• “Which skill changed my delivery the most this week?”
  
  

• “Where do I still sound flat?”