Good read. It didn’t really feel like you were presenting to a class though. It just sounded like a quick read of material. Think more about the context. How old are the students in the class? What grade? How many students? What time of day is the class? Right after lunch when students are falling asleep? Is it a morning class or right before they are about to go home? Why are you presenting this historical information to them? Are you making eye contact with the students as you are presenting the information or are you reading from a book without looking up? There didn’t feel like there were any natural pauses that would occur in lectures to allow students to process what was said. Think about the who, what, when, why and how. Think about how your students are dynamically responding to you as you share each point in the information. Are they giggling or smirking? Falling asleep and not paying attention. Are you moving around at the front or writing on a chalkboard or a dry erase board? Are you using a laser pointer to present pictures as you go through the information or slides? The more details you paint in your imagined scene the more you can bring it to life and off the page.

0:15 Read “East” instead of “West”

0:35 Added word “and”

0:47 When you misread or have a little stumble (happens to everyone and it’s okay!), it’s highly encouraged to start again at the beginning of the sentence or paragraph or a point that would make it easy to remove and replace the mistake during editing (like a natural pause point). If you just keep going and don’t return to a solid point that makes it easy to edit out the mistake, you may need to come back later and re-record as a pick-up, and it becomes challenging to make it sound the same as the original recording. So, a good rule of thumb is to record so that it’s easy to edit later. When the mistakes are then edited out, it will sound like you read everything perfectly. 

Overall, it was still a very good read -  perhaps a tad quick. Keep up the good work!