A Didactic Proposal to teach the Rhythm of Spanish to English speaking Students The teaching of pronunciation in SFL classes tends to be an aspect that is less frequently covered than other linguistic features, such as grammar or vocabulary. Traditionally, pronunciation has been mainly approached through the phono articulatory method (Llisterri, 2003). The conscious control of articulatory organs and the importance of individual sounds have been highlighted. Our didactic unit does not reject the usefulness of these techniques in some cases, but reinforces the options offered by the verbotonal method as a complement (Guberina and Murillo, 2008). The main objective of our didactic unit is to teach together rhythm and the voiceless velar fricative sound to English students. Taking into account some principles of the verbotonal method (Renard y van Vlasselaer, 1976; Poch, 1999; Billières, 2014; etc.), we have designed a sequence of activities (Padilla, 2015) that pretends to provide teachers and students with tools that contribute to the improvement of Spanish pronunciation. The use of the target language, visual metaphors and good humour are some of the basic fundamentals of our proposal. Key words: rhythm, voiceless velar fricative sound, verbotonal, pronunciation, SFL