This article examines effective approaches to organizing phonetics lessons through interactive teaching methods in the general education system. It discusses the use of role-playing, group work, game-based learning, discussion, audio-video exercises, interactive technologies, and project work. Particular attention is given to non-traditional approaches to teaching word stress, including comparison, clustering, T-charts, Venn diagrams, chain activities, “Do You Know the Pair?”, paronym-based exercises, “Webs,” “Dominoes,” “Who Finds the Most Words?”, “Who is the Calligrapher?”, “Who is the Orator?”, “Find the Pair!”, and “Find the Place!”. For each method, its purpose, practical application, and the skills it is intended to develop are presented. The article also considers activities involving the pronunciation of the sounds [o‘], [i], [x], and [h], the classification of vowels and consonants, voiced and voiceless consonants, paronyms, the apostrophe, syllables, and stress. Particular emphasis is placed on the role of didactic games in increasing learners’ interest in lessons and developing independent thinking, rapid response, cooperation, speech culture, and literary pronunciation. Accordingly, theoretical information is integrated with practical tasks, visual materials, tables, clusters, and educational games. The proposed activities may be used as methodological guidance for teachers because the purpose and expected outcome of each exercise are clearly defined and learners are encouraged to participate actively.