Show a small excerpt of a television series or a movie in class. Have the exact lines of the actors written down, so that students can focus clearly on the performers' pronunciation. Ask students to read the lines and try imitating what they previously heard. Stick to programs made in one English-speaking country, according to the pronunciation you want your students to achieve (American or British for example). You can assume the role of the director, asking students to be angry on some points or to softer their tone on others.
Minimal pairs are words that are pronounced almost identically with the exception of one sound. Common minimal pairs are the numbers between 13 and 19 and the numbers 30, 40, 50 and so forth up to 90. Teacher must read sentences containing a minimal pair. For example, "I finish work at 4:15" and ask students whether you said 15 or 50. This is an activity that will help students develop their listening comprehension and understand the slight -- but important -- difference between minimal pairs.
Producing each vowel and consonant requires certain moves of the jaw, lips and tongue. One reason why foreign speakers have problems with English pronunciation is because their language requires different moves. For this reason, teachers must return to the basics and practice how each sound (not word) is produced. For example, a short "a" requires an quite open jaw, lips slightly apart and a relaxed tongue. The Ohio Literacy Resource Center offers a comprehensive guide on how each vowel of the English language is made.
Contrary to French words, which are normally pronounced on the last syllable or Greek words, which feature stress marks, English words have neither an indication or a uniform rule on which vowel to stress. When introducing new words, teachers must show with their hands the correct intonation of each syllable. For example, when pronouncing the word "hotel," teachers must keep their hands low on "ho" and raise them during the "tel" part.