* Ask trainees 'what is intonation and how important is it?' - they discuss in pairs and write a short definition. * Give AK (definition) and quick w/c fb + difference between pitch and intonation * OK act - in pairs, trainees compete to guess my meaning/mood from my intonation when saying 'ok' - 6 possibilities - do 5 total/first one as a model = 4 - first person to grab the right answer and hold it up, wins (to demonstrate the importance of intonation as well as a practical activity they can use in class) * in pairs, trainees match the intonation pattern to sentence/question/list, ect. - noticing patterns - will help with 'Fatih' in the assignment (grammar + pron - useful act for the class)

* Elicit - 'what is connected speech?' / 'how can you draw ss attention to it?' - back-chaining * Give HO with the question point out what to look for - trainees back-chain in pairs - first 2 as a model + elicit weak forms (circle) * w/c fb - leave it on the board!

* give example sentences for assimilation/elision/intrusion/linking - elicit what happens to some of the sounds - be prepared to give a few examples - write them in the corners of the WB, around the back-chained question * trainees choose a paper with a # (1-4) and a letter (a/b) - go find your station # - a's go clockwise/b's go counter-clockwise (ICQ!!! - if you're 'a' and you started at station 4, which is the next station? (1) if you're 'b' and you started at station 1, which is the next station? (4) * 4 stations around the room - examples of one feature at each station but unlabeled; trainees work in pairs to analyze the examples and write the feature - 3 min per station * give AK to check - quick w/c fb to check for any problems in comprehension

* trainees will go back on the original question do again, using the new terminology * w/c fb * elicit: Do we use this terminology in the classroom? (NO!!!) Any other practical ideas for the classroom? (tape script - while listening, ss read and mark the connected speech - for recognition)