Awareness Learners should be encouraged to view a language as a complex living phenomenon and not just as a number of words arranged according to simple rules. Introduce the term ‘language awareness’

Teaching sound in isolation vs sounds in context
What is intonation? Intonation is about how we say things, rather than what we say. Without intonation, it's impossible to understand the expressions and thoughts that go with words. Listen to somebody speaking without paying attention to the words: the 'melody' you hear is the intonation. It has the following features: It's divided into phrases, also known as 'tone-units'.

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  The pitch moves up and down, within a 'pitch range'. Everybody has their own pitch range. Languages, too, differ in pitch range. English has particularly wide pitch range.
  
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  In each tone unit, the pitch movement (a rise or fall in tone, or a combination of the two) takes place on the most important syllable known as the 'tonic-syllable'. The tonic-syllable is usually a high-content word, near the end of the unit.
  
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  These patterns of pitch variation are essential to a phrase's meaning. Changing the intonation can completely change the meaning.
  

Example: Say: 'It's raining'.
Now say it again using the same words, but giving it different meaning. You could say it to mean 'What a surprise!', or 'How annoying!',or 'That's great!'. There are many possibilities.
Intonation and grammar Where patterns associating intonation and grammar are predictable, I highlight these to my students. I see these as starting-points, rather than rules. Conclusion When working on intonation in the classroom I:

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  Remember that intonation is relevant to any speaking activity, and makes interesting remedial/revision work.
  
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  Remember that students don't always have to 'know' we're focusing on intonation: every time I drill phrases they're hearing intonation models.
  
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  Provide realistic and clear contexts.
  
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  Avoid going into theory.
  
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  Help students find patterns / rules-of-thumb, wherever possible.
  
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  Use a consistent system for marking intonation on the board for example: arrow for tone; tonic-syllable in CAPITALS; double lines ( // ) for tone-unit boundaries.
  
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  Keep it positive and don't expect perfection. The last thing I'd want is to make my students so anxious about their intonation that they stop speaking!