I still remember how years and years ago one of my brothers pointed out that I was not pronouncing “ringing” correctly. Oh, those troublesome Gs. Despite that early warning, I continued to fall into the pattern of making a “g” /g/ even when the combination of “ng” represented only one sound: /ŋ/. It wasn’t until a student caught me saying a hard “g” when I should have said /ŋ/ that I began to self-correct.
It’s helpful for me to teach students the /ŋ/ sound now because it truly makes me aware of the mechanics needed for correct production. I like a balance between drills and meaningful practice. The drilling is equivalent to calisthenics for the articulators. The meaningful practice gives a fuller, more authentic context for the target sound.
Here’s a set of exercises to help learners correctly produce the /ŋ/sound. Please see The Wrong Way, The Right Way_handout.
Also, I’ve found Linda Lane’s and Gerald Kelly’s student-friendly explanations for /ŋ/ very helpful. Linda Lane is the author of Tips for Teaching Pronunciation (2010), and Gerald Kelly is the author of How to Teach Pronunciation (2008).