本文就英語節奏（English rhythm）的觀點，討論英語發音教學，並提供三階段的教學活動設計，來協助學生們克服英語節奏上的問題。 此三階段的教學包括：（一）、認識英語節奏的特質， （二）、認識英語重音節形成的特性 （重音節需聲量加大、母音拉長及清晰、音調提高），及 （三）、辨認英語節奏 （stress-timed rhythm） 有別於中文節奏。 希望藉此教學活動，培養學生對英語節奏的敏感度，使其能逐漸摒棄使用中文節奏來說或唸英語的習慣，進而能說出腔調自然的英語。

　　　　　This paper discusses some insights about teaching pronunciation from perspective of the rhythm of English. One of the most noticeable peoblems in English pronunciation that many Chinese Students have is their tendency to carry over Chinese rhythm into English speech when speeking or reading aloud from a text. In this paper, a three-phase instruction with an awareness-building approach is proposed th help the students to tackle on this problem. The three-phase instruction starts with a discovery process of the nature of English rhythm. Then the features of the stressed syllables, including loudness, vowel length and clarity, and pitch, are introduced along with various aural, visual, kinesthetic teaching devices. Finally, the recognition of the stress-timed rhythm in English is concluded. It is hoped that having finished this lesson, the students will be able to develop sensitivity to English rhythm and therefore gradually contribute to a new articulatory habit in speaking English.