This thesis investigates the impact of teaching English pronunciation, specifically the schwa sound and word stress, in a Czech lower secondary English classroom. It aims to determine the efficacy of such teaching. The theoretical part explores these pronunciation features at a linguistic level as well as the teaching of English pronunciation in general. Given the common tendency to neglect pronunciation instruction in the Czech educational system, this study employs a test-teach-test approach to determine the interest and ability of Czech pupils to learn pronunciation. The analytical part comprises eleven detailed activities within eight teaching units. The study also includes a pre- and post-teaching comparison of the students' production of selected words, with the help of phonemic transcription, which assesses their application of the taught rules - word stress placement and schwa placement and production. The post-teaching testing also incorporates an additional theory testing and feedback section.