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4.
React. Don't worry that you don't have time for something or haven't planned for it. If you build it into your everyday teaching, impromptu drilling will help many aspects of your students' pron.

5.
Try everything, try anything!
All the ideas here are great, ranging from hand gestures to focusing on grammatical importance to consistency.
My advice is try them all. If they don't work or you don't like it, don't throw it anyway permanently. Maybe try to again with a new class or different level. Give yourself time to make the lessons your own because when the teacher is happy and comfortable teaching the material, the student is generally more willing to receive it.

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1. Make drilling fun. Be playful (high voice/low voice, backchaining, substitution), make it student-led (e.g. let them substitute). It can feel ridiculous for both teachers and students, so why not enjoy it.

2. Play with sentence stress. Let students see how the meaning changes when you stress different words in the sentence.

Example:

He LIVES in LONDON.

Vs

HE lives in London.

3. Be consistent. Include pronunciation practice (like drilling) as often as you possibly can! Example: weak forms with present perfect. It's important for students to be exposed to it, and accept it as part of the learning process.

4. Don't worry about producing and teaching perfect RP. It might be what the coursebook uses, but aim for universal intelligibility. RP is spoken by fewer and fewer native and non-native speaker of English.

5. Try to expose students to as many different variations of English as possible. It is very important for students to realise how diverse the English language is.

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1. Drilling – drilling can be great craic! You’re not only modelling the language, but you’re also giving students the opportunity to try new out new language and giving them the confidence to use it. It can change the dynamic in the room because, everyone, including the teacher, shy students and outgoing students, are having fun with it. It raises the energy levels, so it can be a real pace changer if your class needs a lift.

2. Connected speech – Try to focus on connected speech in most lessons, especially with grammar. Not only are you teaching the grammatical structure, you are also focusing on the way native speakers talk, which shows students how useful it is in an authentic context.

3. Sentence stress and general intelligibility – it helps students to sound more natural, particularly if they are having difficultly making themselves understood. Most students want to sound like native speakers and this is one way to achieve that.

4. The schwa – Raise
students’ awareness of the schwa and how frequently it appears in English especially in cognates. For example, the Spanish pronunciation of ‘normal’ versus the English. Knowledge of the schwa helps students soften vowel sounds, which they tend to pronounce stronger in their L1.

5. Intonation – it can and should be taught from lower levels right up to advanced. Reading a list is an easy way to demonstrate the rise and fall in intonation – ‘I have a pen, a pencil and a sharpener.’ The voice rises as the items are listed and then falls on the last item as a signal to the listener that the speaker is finished.

Finally, pronunciation is really fun. Remember that and always try to inject fun into it, no matter what you're teaching!

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1. Try to cover prounciation at the end of a grammar or vocabulary task, not at the start. This allows students to first process the language for meaning so they can get their heads around it before they have to get their tongues around it.  We don't want to overload them with too many tasks at once.

2.
Be consistent. Don't just do a "special prounciation" class. Cover prounciation a little but often. Integrate it into your daily lessons as another teaching tool. Do at least 10-15 minutes pronuniation work per every day. Sometimes you won't plan what prounciation you will cover, it will just arise from an activity or exercise or when you are attending to a student in class.

3. Get accustomed to drilling. If there's one technique that is indespensible It's drilling. It helps automatise language, aids muscle memory of words and phrases and also students appreciate and love it. It's not just for lower levels either. Do it with advanced levels when covering vocabulary, fixed phrases, grammar. One book I recommend is Jim Scrivener's Teacher Training book in our staffroom . He outlines the different types of drilling techniques and shows how to execute them.

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1) Use your hands and other visual aids to demonstrate correct tongue position and mouth shape.
2) Use fun and engaging activities, such as song titles or lyrics to teach linking for instance. For example, 'I wanna dance with somebody', etc.
3). Use different drilling techniques: choral, individual, chain, substitution, peer, etc., to make this useful method as fun and dynamic as possible.
4) Use good pronuciation resources available in your staff room. For example, Pronunciation Pack 1,2 and 3 by Mark Hancock, which include a lot of fun sound mazes and other activities.
5) Don't forget how useful students find pronunciation, so use it frequently! You can do this by incorporating it into every lesson and maybe planning one more in-depth set lesson around pronunciation once a week.

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Bryan and Ciaran's Top 5 Tips for Teaching Pronunciation

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Bryan and Ciaran's Top 5 Tips for Teaching Pronunciation

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1). Don't Be Scared. - A lot of teachers fear teaching pronunciation having not been trained in it and are put off by the sometimes technical language. Prepare properly and remember you are teaching pronunciation, not teaching students how to teach pronunciation.

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2). Include Pronunciation in all aspects of your Teaching. - Although in course books you will find pronunciation presented as separate exercises, you should integrate pronunciation in all aspects of your teaching since it enhances understanding in lexis and grammar.

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3). Pronunciation is about intelligibility. - Stress to students that everybody has their own voice and and what we and they want is to be understood. The teacher's voice is the model not the objective.

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4). Make a fool of yourself. - Pronunciation can be embarrassing and stigmitising for many students. Exaggerate, gesture, shout, whisper or whatever it takes. Making it fun will help your students to relax and help them to improve.

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5). Your Greatest Resource is your Colleagues. - None of us started by knowing it all. Although we are all busy, most of us are more than happy to give a bit of guidance or point you in the direction of a good exercise.