I think it makes sense. We are talking about pronunciation. It is a matter of repetitive training until it becomes an automatic fine-tuned process. Doing it with a native speaker helps, and if you learn a bit of phonetics it would be even more straightforward.
I use a related modeling technique with immigrants in my high-beginner English class.
One key aspect of the class is doing regular extensive reading and extensive listening with stories from A1 to B2 levels. Twice a week, students have approximately 30 minutes of reading while listening to the story. The students take the books home to read and listen to. They get approximately three hours per week of reading while listening. The listening practice leads to obvious improvements in listening comprehension and speaking after 8-12 weeks.
For speaking practice in class, we do both choral reading aloud and individual reading aloud. I read a sentence and the class of about eight students repeats. We continue for approximately a page. Then one student continues for the next page. I work with the student on the most serious pronunciation problems. Then the cycle repeats with each student getting a turn at individual reading (activity time is about 45 minutes total).
Afterwards, we do some targeted pronunciation exercises on difficult phonemes (usually vowels).
During other activities, I pull individual students out for 20 minutes of pronunciation work. I model, they repeat for a page, then they read the next page independently. We work on pronunciation problems.
When the basic pronunciation is reasonable, I focus more on intonation. When the pronunciation is good, I eliminate the reading aloud activities and add more listening activities.