The first language of most learners of English does not have the <th> sounds – voiced or unvoiced. So this is one of the very first things I work on with students, especially if they have been learning English for a long time and are still pronouncing <th> as /d/ or /t/ or /f/ or /s/.
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Another thing I like to teach my students in the early stages of a course is the importance of chunks. In the process, I capitalize on the fact that many chunks also function in grammar patterns.

​Given that English word stress is a problem without a systematic solution, the Syllable Stress Table is an activity that focusses students' ears on the number of syllables in words, and then which of them is stressed. I have found that once students know this about a word and know that this is worth focussing on, they have more confidence in their pronunciation and they have a system for developing this aspect of English pronunciation.