Close the gap between watching and doing
You finish recording a pronunciation lesson. The explanation is clear and the examples are useful. Then the learner has to find a practice document, record somewhere else, and wait for feedback after the teaching point has faded.
Putting an activity directly beneath the lesson keeps those steps together. The learner listens, uses the target language, and reads feedback while the explanation is still in front of them. The video teaches the sound. The activity gives them somewhere to try it.
Consider “Master Vowels Before R.” The passage moves from a walk through a market to a conversation by a river and a journey home before a storm. Words such as “pears,” “Arthur,” “warm,” “heard,” and “storm” put the target sounds into connected speech. It is more useful than asking students to pronounce a list of isolated words.
Early on Thursday, Clara and her brother Arthur walked from the market toward the river. Clara carried pears, oranges, and fresh herbs. Arthur wore a warm scarf in the cool morning air. Near the corner, they heard a bird in an old cherry tree.
Build the activity around the teaching point
In the pronunciation creation flow, choose Read-aloud and supply your passage. Give the learner one instruction they can remember while recording: pay attention to vowels before R and keep the phrases connected. The activity carries that material into the feedback process.
This example uses a general emphasis on clarity and ease of understanding. The separate Specific coaching priority field asks for attention to vowels before R first, then connections between words. That keeps a narrow lesson focused on what students have just learned.
A General American native example gives students something to listen to before recording. Listen to it yourself, preview the activity, and choose the attempt and feedback settings before publication. The example below uses one attempt and immediate feedback.
Build around the lesson
Early on Thursday, Clara and her brother Arthur walked from the market toward the river. Clara carried pears, oranges, and fresh herbs. Arthur wore a warm scarf in the cool morning air. Near the corner, they heard a bird in an old cherry tree.
Their friend Nora was waiting by the park. ‘Were you raised in this part of town?’ Arthur asked. ‘Yes, I was raised in a house near the river,’ she replied. Dark clouds gathered over the hills. A farmer moved his cart under cover before the storm. ‘We should hurry,’ Clara said. ‘I would rather reach home before the rain.’ They turned right at the bakery and walked home together.
Move from a score to something to practice
A score summarizes an attempt. A useful coaching suggestion gives the learner something to try. One saved pronunciation feedback suggestion focuses on linking “raised in” so the phrase sounds like “rayz-din.” The adapted passage above includes that phrase twice, so the reader can see how a comment can connect to the material.
The learner can find the phrase, listen again, and say the sentence aloud with fewer breaks. The teacher can check whether the suggestion fits the recording and the lesson. A small, specific next step is easier to act on than a broad instruction to improve fluency.
Supplying the lesson material makes this kind of feedback possible. The practice and the response share a context: the sounds being taught, the words being read, and the improvement the teacher wants the learner to notice.
For example, link 'raised in' so it sounds like 'rayz-din'.
Copy the iframe into the lesson page
Once the activity is published, open Share. The Student launch panel contains the iframe options and Copy iframe. An iframe places a small window into the activity inside your course page. Paste the copied code into an HTML or embed block beneath the lesson video.
The code includes a signed activity address, a title, and microphone permission. Use an HTTPS lesson page and an editor that supports iframes. The activity stays inside that page, so the learner can return to the explanation above without moving between apps.
Embedded learners do not need an Alchemy account or password. You can ask for a participant name to help identify attempts. The start screen explains the adult-use requirement, and the browser may request microphone access. After submission, guest activities return feedback immediately.
The Share panel also lets you revoke access. Website restrictions can limit which course sites may display the activity.
Student launch
Place the activity in your lesson page, or send a guest link.
<iframe src="YOUR_SIGNED_EMBED_URL"
title="Master Vowels Before R"
width="100%" height="800px"
allow="microphone">
</iframe>Set a practice budget that fits the lesson
Teachers can adjust how much practice is available. Google bills AI usage to the project connected to your key, separately from the Alchemy membership. Choosing a useful task and a sensible amount of practice helps balance that cost with the learning objective.
For an embedded activity, Usage limit sets an amount per day, week, or month. If you expect 20 learners, you might begin with 40 starts per day and adjust after seeing use. That allows room for students to return to the task without leaving it open indefinitely.
This counter measures starts, including starts that never reach an AI submission. Learners already inside can finish. Daily limits per learner are separate organization controls and apply per browser or device. Neither is a dollar budget.
Keep the passage manageable, encourage listening and rehearsal, and check your actual usage and Google spending controls. The useful balance depends on how your learners practice, rather than on the largest number you can allow.
Usage limit
Choose how many times this embedded activity can be started.
Starts are counted even if a learner does not submit for AI feedback. Learners already inside can finish.
Keep the feedback beside the lesson
With immediate feedback, a learner can read the report inside the practice window, rehearse a difficult phrase, and revisit the explanation above. A teacher’s next conversation with the student can start with that phrase rather than a vague question about whether they practiced.
For a course creator, the loop is straightforward: teach something specific, ask the learner to use it, and provide feedback on that use. The activity supplies the practice and feedback beneath the content you already teach.
Activity wording, sample responses, and teacher notes are adapted examples. The interface views are recreated; activity controls are inactive.