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.