2

CONTENTS

INTRUDOCTION ..................................................................................................... 3
1.1 The role of grammar skills in mastering English-speaking activities .......... 5
1.2. Requirements for knowledge and grammar skills of students in oral speech
.............................................................................................................................. 10
1.3. Requirements for knowledge and grammar skills of students in writing ..... 12
1.4. Features of limbic and darts .......................................................................... 14
2. METHODS OF USING POETRY FOR MASTERING ENGLISH
LANGUAGE MATERIAL ..................................................................................... 18
2.1 The Role of poetry for the assimilation of English language material ...... 18
2.2 Methods of working with poetry ................................................................ 22
2.3 Analysis of experience in working with poetry in teaching English ............. 23
CONCLUSION ....................................................................................................... 27
LITERATURE ........................................................................................................ 29
 3

INTRUDOCTION

Introduction of the term paper's main idea. Currently, due to the need of
the society for qualified specialists capable of entering into foreign language
communication, the ability to express their point of view, communicate it to the
audience, to argue their statement is of great importance. Therefore, the process of
teaching speaking and communication should be aimed at finding new, interactive
techniques that stimulate students to generate speaking statements.
Nowadays the state policy in the field of higher philological education is
aimed at improving the quality of development of programs developed within the
framework of training in this specialty. This fact means that the requirements for the
level of foreign language proficiency of today's graduates have become much higher
and tougher. This is due to the fact that the role of oral foreign language
communication is increasing, there is a need for specialists who really speak a
foreign language in order to solve communication problems in modern society.
The theoretical background of the term paper is works of such explorers as
I. Atanasov Dzhukelov, C. Boeree, R. Hendel-Giller, C. Hollenbach, D.
Marshall, K. Oughton, T. Pickthorn,, M. Schilling, M. Kalbfleisch M. L., B. Kopke
B., J. Lamendella, J. LeDoux, P. Maclean and others.
The topicality of the term paper is studying the way of mastering English
speaking by studying grammar.
The research aim – to analyze the ways of mastering English speaking by
studying grammar.
The objectives of term paper:
 To study the role of grammar skills in mastering English-speaking activities;
 To recognize requirements for knowledge and grammar skills of students in
oral speech and writing;
 To characterize the features of limbic and darts;
 To determine the Role of poetry for the assimilation of English language
material;
 4

 To explore the methods of working with poetry;

 To analyze the experience in working with poetry in teaching English.
Object of the research – the mastering of English speaking by studying
grammar.
The investigation subject – the using of English poetry to studying grammar.
Methods used in the research – method of analysis, synthesis and
integration.
Theoretical value of the research – is the ability to use the results obtained
during the study, in further developing the topic of homonymy.
The brief outline of the research paper structure: the term paper consists
of introduction, two chapters, conclusion, list of reference sources.
 5

1. THEORETICAL FOUNDATIONS OF TEACHING ENGLISH

1.1 The role of grammar skills in mastering English-speaking activities

Grammar along with vocabulary and sound composition is the material basis
of speech. By definition of B. Gakk, grammar is a section of linguistics, which
studies the patterns of changes and combinations of words that form meaningful
sentences or statements, and, secondly, the grammatical structure of the language,
the system of rules in the language [Error! Reference source not found.]. In the
process of language learning, the emphasis is on the second aspect of grammar. The
ability to correctly combine words, change phrases depending on what the speaker
wants to say at the moment, is one of the most important conditions for the use of
language as a means of communication.
Mastering the grammar of the studied language is important not only for the
formation of productive skills in oral and written speech, but also for understanding
the speech of other people in listening and reading. Insufficient level of grammatical
skills becomes an insurmountable barrier to the formation of not only language, but
also speech and socio-cultural competence.
Many researchers shared the point of view about the significance of
grammatical knowledge for the full functioning of the language in speech. Author
of textbooks on English grammar T. Hutchinson emphasized that "sustainable
knowledge of grammar is essential, if students want to use the English language
effective" [Error! Reference source not found., p. 14]. He was echoed by the
author of a practical guide to grammar for teachers, Methodist P. Ur. He argued:
"there is no doubt that explicit or implicit knowledge of the grammar rules is the
basis for language proficiency" [Error! Reference source not found., p. 4].
Grammar has an organizing role. With the help of grammatical structures it
becomes possible to convey the finest nuances of thought. Thus, grammar performs
the function of the building material of speech.
 6

According to the figurative expression of V. Filatov, " this is the skeleton which
keep all the words. Speech, lyrics ... it's a circulatory system that feeds a living
language; the foundation upon which a building called a foreign language is built.
Grammar is a tool that allows the trainee to identify and recognize simultaneously
inductive and deductive, grammatical concepts, and how they are encoding the
speakers of the language in morphosyntactic forms [Error! Reference source not
found., p. 74].
Based on numerous arguments in favor of grammar as a structural element of
the language system, the English methodist Scott Thornbury [Error! Reference
source not found., p. 14-18] identified seven main arguments that allow to put this
aspect to the forefront in the process of communicative-oriented foreign language
teaching:
1) Grammar as a building material of speech. In the process of learning a
foreign language, a person has to memorize many individual elements, such as words
and phrases. However, the possibilities of the subject in this regard are not unlimited,
so the number of elements that a person can remember and restore is limited. And
then there comes a time when a person needs to know and study some laws and rules
that will allow to build new proposals.
Comes to the aid of grammar, it is a description of the laws of language, and
knowledge of these laws is a means for students to build a huge number of proposals,
such as grammar acts as a building material of speech. Grammar teaching provides
students with the opportunity for potentially limitless language creativity and
speaking mastering;
2) the Organizing role of grammar. The purpose of grammar is to convey the
nuances of thought rather than a simple combination of lexical units. Therefore, it
performs correction and clarifying function in respect of ambiguous phrases by the
proper combination of tokens [Error! Reference source not found., p. 14].
3)"Language ground". Highly motivated students with language skills can
achieve a fairly high level of language proficiency, especially speaking, without any
formal training. But most often, this kind of students reach a certain stage when
 7

progress stops. In other words, their linguistic competence "becomes entrenched".

Therefore, scientists have come to the conclusion that those who do not use the rules
are more susceptible to such a process than those who are guided by these rules
[Error! Reference source not found., p. 15].
4) Instructive nature of grammar. Grammatical rules serve as a kind of mentors
in the processing of new information, which is manifested in the further practical
use of the language. Once learned rules are reflected in speech that can not go
unnoticed for the student. "The realization of this fact is a necessary condition for
mastering the language," Richard Schmidt concludes [Error! Reference source not
found., p. 16].
Grammar, which the student had once studied, in advance directs his attention
to the realization in speech, thereby indirectly affecting learning. Thus, the
grammatical material instructs the student in advance in his subsequent mastery of
the language.
5) Isolation of grammatical units. Any language is perceived from the outside
as a giant shapeless mass, appearing an insurmountable barrier for the student.
The fact that grammar consists of a limited number of rules helps to reduce the
perceived perception of both the teacher and the student of the language learning
inability. Grammarians, structuring the language and presenting it in the form of
grammatical units, make it more comprehensible. Each grammatical unit can be
isolated from the language and subsequently analyzed for educational purposes
[Error! Reference source not found., p. 16].
6) the system of grammatical rules. Since grammar is a system of learning rules,
it involves the transfer of these rules in the learning process. The transfer is possible
and necessary for an institutionalized environment where rules, order and discipline
are highly valued. It is in this case that grammar appears as a structural system,
which is taught and tested in accordance with the methodical plan.
Based on the above aspects in favor of the study of grammar, it is important to
master it as a grammatical structure of the language. Without the presence of stable
grammatical skills of speech, it is important to master a level of English speaking.
 8

Therefore, the main purpose of teaching grammar is the formation of students'

grammatical skills as one of the most important components of speech skills of
speaking, listening, reading and writing.
"Grammatical skill is synthesized by the action selection model that is adequate
for speech task in a given situation, and proper execution of speech units at any level,
committed to the habit-forming parameters and serves as one of the conditions of
speech activity" [Error! Reference source not found., p. 150].
In grammatical skill, it is possible to allocate the components of its more
specific actions:
1) selection of the structure, adequate speech plan of the speaker (in this
situation);
2) speech units in which to complete the structure in accordance with the rules
of the language and a certain time parameter;
3) assessment of the correctness and adequacy of these actions [Error!
Reference source not found., p. 151].
To find out what it is of methodological importance, refer to the example. If we
are asked for something and we want to refuse, it can be expressed in different ways:
I would not like to do it, or I will not do it, or Ask someone else, etc. Apparently,
the structures in our minds are associated with certain communicative tasks: for each
task – a functional nest of structures. But the connection with the tasks is not all
functions.
The fact that the speaker chooses a certain structure depends on the specific
conditions: the interlocutor, relations with him, mood, culture, etc. The choice of the
structure can be called the functional side of the skill. But there is also a formal side
– design. It depends on the correctness in terms of the language and the speed of
speech.
This side (design) is closely connected with the lexical skills – the challenge
of words and combinations. Moreover, the design of the structure is based on them,
depending on their level.
 9

Methodologists distinguish two types of grammatical skills: receptive and

productive, based on the types of speech activity. A productive grammatical skill is
the ability of a speaker to choose a model adequate to the speech problem and to
form it according to the norms of a given language. The speech task is always a
communicative intention to communicate something, to persuade something, to
express an opinion. It is the implementation of the tasks is this or that grammatical
form. According to E. Passov, it should be associated with each other grammatical
form and speech problem. Grammar a productive skill needs to be automated, robust,
flexible, "conscious". "Consciousness" assumes that first each grammatical action is
performed by students under the control of consciousness, and, acquiring all the
qualities necessary for the skill, it is performed without consciousness, automatically
[Error! Reference source not found.]. In this case, grammar skills will lead to
mastering speaking skills.
 10

1.2. Requirements for knowledge and grammar skills of students in oral

speech

In modern society there is an acute issue of training highly qualified specialists

in each field, in particular in the language higher education institution it concerns
the problem of formation of the future teacher of a foreign language.
The training of such a specialist will be incomplete without professionally
directed training in foreign languages, which should be carried out consistently at all
stages of training in a language University. Training of professionally directed
monologue, dialogue, speech in General contributes to the formation of
communicative competence, which serves as the basis for the training of the future
teacher of a foreign language and gives the opportunity to perceive and generate
foreign language texts in accordance with the goal and depending on the
communicative task [Error! Bookmark not defined., p.301].
In accordance with the requirements of the European Recommendations, the
level of C2, determined for graduates of higher language educational institutions,
involves the ability to speak spontaneously, very quickly and accurately,
differentiating the finest shades of meaning in rather complex situations, the ability
to give clear, smooth and complete values or argument in functional style that
corresponds to the context: providing an effective logical structure of the statement,
which helps the interlocutors to identify and remember significant points [Error!
Bookmark not defined., p. 24].
 11

In accordance with the software requirements, the level of ownership of C2.2

speaking, defined for graduates of higher language educational institutions, involves
the ability to use the language flexibly and effectively for public purposes, including
emotional, hint and comic use, the ability to convincingly discuss formal provisions,
freely, spontaneously and appropriately answering questions and comments,
complex counterarguments [Error! Bookmark not defined., p. 105].
Since specialists have to participate in discussions on professional issues, make
presentations, reports, projects, articles, speak at international conferences, discuss
professional issues during lectures, seminars, consultations, internships abroad,
evaluate the work in speech, fill out a questionnaire, during which it is necessary to
build a logical, reasoned statement, explain certain phenomena or facts, to convince
his interlocutors in verbal form, professionals should turn to professionally-directed
of speech.
As we can see to the level of knowledge of productive activities in the language
universities of higher education have high requirements, but the study of
methodological literature, monitoring of the educational process, the analysis of
monologue statements and written works of students of the main stage of higher
education indicates that the training of future teachers professionally directed
interconnected speech and grammar is not given enough attention, as a result, there
are significant shortcomings in the skills of speaking.
When producing oral statements, students have difficulties in determining the
subject of the statement, the content of the logical sequence of presentation of
information, the selection of appropriate language material.
Even more difficulty is the ability to prove their point of view, giving the
necessary arguments. In other words, many students ' statements have lack
information, logic, coherence and evidence. Therefore, it is necessary to improve the
methodology of interrelated teaching of speaking of students of language University.
The ability to professionally directed interconnected productive types of speech
activity is advisable, in the opinion of B. Cucksa [Error! Bookmark not defined.,
p. 302], to form and develop at the main stage of training in a language University,
 12

because the professional orientation in the teaching of a foreign language of a

language higher education institution begins with the II course and it is at this stage
due to the sufficient formation of students ' speech skills have the opportunity to
improve the content side of speaking: it is provided by switching the emphasis from
the formal side of a foreign language student's speech behavior to its motivational
and semantic side.

1.3. Requirements for knowledge and grammar skills of students in writing

Writing, is often called “the algebra of speech”, its highest and most complex
form of act, and it is an indicator of cultural development.
Many researchers have noted the deterioration in the quality writing in
English. So, the analysis of written works students showed that in most cases there
is a huge number of spelling and punctuation errors. Moreover, there has been a
decline in students ' ability to write related, logically built, competent written texts
[Error! Bookmark not defined., с. 8-9].
Teaching foreign language writing to students specialty “Foreign language”
involves the formation and improvement of knowledge and skills in the following
subjects areas:
 spelling: types of syllables, methods of graphic transmission isolated sounds
and sound combinations;
 methods of transmission of proper names, geographical names, non-
equivalent vocabulary in a foreign language;
 filling in authentic forms and application forms;
 registration of business cards;
 submission of biographical information;
 writing a paragraph: types, structure of the paragraph; principles
constructions;
 13

 writing personal, official letters and e-mails messages: rules of their

registration; structural organization the text of the letter;
 resume writing;
 essay writing [Error! Bookmark not defined., c. 21].
According to the requirements of the European recommendations, the level of
C2 writing, provides for the formation of skills to write complex letters, reports and
articles, to reveal the problem with the help of an effective logical structure that
allows the addressee to highlight and remember important points, as well as to write
summaries and reviews of professional or literary works [Error! Bookmark not
defined., p.27].
In accordance with the requirements, the level of C2.2 for written speech,
defined for graduates of higher language educational institutions, provides primarily
the formation of skills to write such types of texts: articles, summaries, reviews and
reports, including complex, with professional issues, project proposals that are
planned to perform the work of a research nature. To write texts of these types,
students should have the following skills: interpret data, providing appropriate
comments to tables, diagrams, figures; make references to sources of information in
the text; to give a bibliography in the appropriate format; to organize reports on the
conducted research works (title, content, problem statement, literature review,
research methodology, the used technology of measurements, the results of their
discussion and conclusions, summary, bibliography, references); to write different
types of projects [Error! Bookmark not defined., pp. 105-106].
Teaching students writing is implemented in the process of mastering their set
of relevant knowledge, speech skills and communication skills required to create a
written text that serves as a means of communication.
Texts, created by students, for the most part can be regarded as a written
record of oral statements that is the result of more or less successful transfer of skills
and abilities from oral to written.
 14

1.4. Features of limbic and darts

In modern conditions, more and more attention is paid to the study of the
processes of improving language skills in the study of brain processes, which are
caused by human speech activity. In this aspect, of great interest has the studying of
the functioning of the limb.
The seating of emotion, the limbic system, is inevitably involved in the
formation of memory, and conclusively in second language acquisition (SLA) in
informal contexts [Error! Bookmark not defined.]. The term limbic was earlier
introduced by Willis (1664) to designate a cortical border encircling the brainstem.
Schumann [Error! Bookmark not defined., c. 121] asserts that “brain stem, limbic
and front limbic areas, which comprise the stimulus appraisal system, emotionally
modulate cognition such that, in the brain, emotion and cognition are distinguishable
but inseparable. Therefore, from a neural perspective, affect is an integral part of
cognition”.
Henceforth, though emotion and cognition are not neatly divided in the brain
[Error! Bookmark not defined.], emotion exists at the heart of every cognitive
theory. LeDoux [Error! Reference source not found.] also declares that virtually
all mental activities involve both emotion and cognition.
 15

Lamendella [Error! Reference source not found.] contends that language

acquisition and language learning have different neural representations with respect
to the involvement of the limbic system. Similarly, Boeree [Error! Reference
source not found.] maintains that the limbic system which lies on both sides of the
thalamus is composed of a set of structures: the hypothalamus, hippocampus,
amygdale, cingulated and other medial structures of the brain that form a ring about
the inner border of the cortical mantle. As put by Boeree, the limbic system is highly
responsible for the formation of memories and emotion.
Regarding SLA, Lamendella [Error! Reference source not found.] puts
forth that L1, in comparison with L2, is generally based on the limbic system.
Lamendella [Error! Reference source not found.] states when a second
language is learned in a natural setting, it entails greater involvement on the part of
limbic system. On the contrary, when the
language is learned in a formal setting, like any other subject matter, it entails mainly
neocortical structures.
In this regard, Pavlenko [Error! Reference source not found.] makes a
distinction between embodied languages and disembodied languages. Embodied
languages are acquired within an emotional and contextual process, while
disembodied languages are learned in a decontextualized process such as L2
classrooms. Pavlenko also asserts that SLA can also be considered as a
contextualized process; thus, to her, emotional implication is not restricted to FLA.
Henceforth, the limbic system is involved in L2 acquisition only if L2 appears as the
linchpin of human beings' affective life [Error! Reference source not found.].
Paradis likewise, asserts that the limbic system is involved in the learning process.
As to Paradis limbic system is involved from fluent production of speech to the
provision of empathy, and integrative attitudes. However, to Paradis, this
involvement varies with the age of the learner, the degree of emotional involvement
of the learner, the motivation to learn L2, and the relative prestige of the two
languages in addition to the learning situation – formal versus informal [Error!
Reference source not found.].
 16

Regarding the involvement of limbic system in SLA, several other scholars

including Kalbfleisch [Error! Reference source not found.] and LeDoux [Error!
Reference source not found.] also share the same view. LeDoux, for instance,
maintains that the limbic system is highly connected with cortical areas involved in
cognitive processing. The limbic system, known as the seat of emotion, remains "a
significant factor in the functioning of human speech" [Error! Reference source
not found., c. 796]. In effect, the function of the limbic system is to generate emotion
which is of great importance to learning and memory [Error! Reference source not
found.].
If we consider the educational process from the point of view
psychoneurology, it is possible to come to the following conclusions:
1. Knowledge cannot be transferred. They should be formed in the head of
each student anew.
2. Learning is based on certain framework conditions and is governed by
factors that unconsciously and therefore hard to resist influence [Error! Reference
source not found., p. 20].
Unconsciously the processes of designing values and knowledge depend on
many factors.
Most of them are transferred to a certain area the brain, which in cognitive
psychology for a long time absolutely no importance was attached, namely, the
limbic system. This neuromodulatory the system is responsible for managing
attention. Motivation plays a central role in learning.
Motivation, interest and ability to learn and contains, according to modern
scientific data, the neurotransmitters norepinephrine (the total attention, excitement,
stress), dopamine (stimulus, curiosity, expectation rewards), serotonin (deterrence,
sense of peace, satisfaction) and acetylcholine (targeted attention, learning).
Through the limbic the system goes through affects, feelings and motivation, and
because of this it it is the direct controller of success in training. It integrates the two
most important functions of the human brain are emotions and memory.
 17

German biologist and brain researcher, author of numerous works in the field
of didactics and pedagogy, Gerhard Roth formulates the following factors that are
important in learning a foreign language:
1. Motivation and authenticity of the teacher.
2. Individual cognitive and emotional background of students.
3. Overall motivation of students and their willingness to learn.
4. Special motivation of students to study a certain
material, knowledge and current emotional state.
5. Specific learning context [Error! Reference source not found., p. 23].
So, learning English with the help of a positive impact on the limb has a
significant effect, since the digestibility of the material is much better in the case
when the student receives positive emotions in parallel.

Conclusion for the chapter 1

Grammar as a building material of speech. In the process of learning a foreign

language, a person has to memorize many individual elements, such as words and
phrases.
In accordance with the requirements of the European Recommendations, the
level of C2, determined for graduates of higher language educational institutions,
involves the ability to speak spontaneously, very quickly and accurately,
differentiating the finest shades of meaning in rather complex situations, the ability
to give clear, smooth and complete values or argument in functional style that
 18

corresponds to the context: providing an effective logical structure of the statement,

which helps the interlocutors to identify and remember significant points.
According to the requirements of the European recommendations, the level of
C2 writing, provides for the formation of skills to write complex letters, reports and
articles, to reveal the problem with the help of an effective logical structure that
allows the addressee to highlight and remember important points, as well as to write
summaries and reviews of professional or literary works.
In accordance with the requirements, the level of C2.2 for written speech,
defined for graduates of higher language educational institutions, provides primarily
the formation of skills to write such types of texts: articles, summaries, reviews and
reports, including complex, with professional issues, project proposals that are
planned to perform the work of a research nature.
In modern conditions, more and more attention is paid to the study of the
processes of improving language skills in the study of brain processes, which are
caused by human speech activity. In this aspect, of great interest has the studying of
the functioning of the limb.
Learning English with the help of a positive impact on the limb has a
significant effect, since the digestibility of the material is much better in the case
when the student receives positive emotions in parallel.

2. METHODS OF USING POETRY FOR MASTERING ENGLISH

LANGUAGE MATERIAL

2.1 The Role of poetry for the assimilation of English language material

The problem of the use of poems and songs has interested people since ancient
times. According to historians, in the schools of Ancient Greece, many texts were
taught by singing, and in the primary school of India, the alphabet and arithmetic are
studied with the help of songs and now [Error! Reference source not found.].
 19

Many teachers and Methodists working with children at different stages of

education, assign an important place to poetic texts and songs in teaching a foreign
language. Some textbooks are entirely based on the use of poetic texts: authentic or
specially created.
According to T.. Rachok, “poetry gives impetus to creative imagination and
has a huge potential for emotional impact.” [Error! Reference source not found.]
Poetry and song materials are a means of increasing the motivation of students
' learning. Psychologists rightly argue that the transfer of knowledge from teacher to
student can not be carried out, by passing the student's own activities to acquire
knowledge.
Considering motivation as the most important process of mastering a foreign
language, which ensures its effectiveness, it is necessary to keep in mind the
following: motivation is the side of the subjective world of the student, it is
determined by his own motives and ideas, realized by his needs. The teacher can
only indirectly influence it, creating the prerequisites and forming the basis on which
students have a personal interest in the work.
The use of poetic and song material in a foreign language class fully meets
the requirements of modernity, when a foreign language is studied in close
connection with the culture of the country. On the other hand, reading poetry is an
extension of communicative competence and creativity, as well as an effective
means of teaching a foreign language. Emotions and impressions received while
reading poems or singing songs, be lived a life experience is converted into
knowledge that in turn stimulates the motivation of students [Error! Reference
source not found.]. Acquaintance with foreign poetry leads not to the simple
accumulation of knowledge, but to the comprehension of the spirit, culture,
psychology, way of thinking of the people and this is an important cultural
significance.
The main factors, proving the effectiveness of poetry in English lessons
[Error! Reference source not found., p. 9-10]:
 20

 Universality – The themes that poetry deals with are very common in all
cultures: love, death, nature, children, etc., even though they are dealt with
differently. On the other hand, the use of poetic devices in all languages is also
similar: rhythm, rhyme, metre, alliteration, assonance, figurative usage, etc. So, all
student may have read some poems and are familiar with this literary form and its
features.
 Non-triviality – Poetry normally deals with important experiences such as
love and death. Moreover, poems are written with the idea of heightening the
readers’ perception of not only what is trivial but of what is not as well. For that
reason, poems can be great to use in the classroom as students will respond to them
in their own way.
 Motivation – The fact that the students will be able to work on poetry in a
foreign language and to even create their owns poem is motivational itself as poetry
is often seen as something extremely difficult to deal with. Therefore it improves
one’s selfconfidence as well.
 Hands on – This advantage refers to the students being able to explore the
language, to use vocabulary in a new way, to experiment with rhythm and sound and
so on. In addition writing poetry is suitable for the EFL classroom due to its tolerance
of error.
 Ambiguity and interaction – Due to their nature, poems rise different mental
images in every person. Almost every poem has core meaning that most people
would share but poems also suggest individual interpretations. This is extremely
good for starting a discussion as students will be able to share ideas which on the
other hand, will be all valid (at a certain degree).
 Reactions and personal relevance – Poetry triggers people’s emotions in a
more economical way. By developing people’s reactions, poetry “engages not only
the intellect but also the feelings” (Maley and Duff 1989). That is excellent because
it gives teachers the opportunity to teach emotional intelligence.
 21

 Memorability – We frequently memorise fragments of texts that we have

read because we have enjoyed them or simply because we have liked the way they
sound. The same happens with poems and songs. It is a natural ability that lets
students absorb the target language unconsciously. In that sense it is particularly
useful for learning vocabulary, collocations and short phrases.
 Rhythm – One of the main features that makes poetry so attractive is its
rhythm and stress. Even if the rhythm reflected by poetry is not exactly the same as
the one of everyday language, it can develop students’ perception to it. Furthermore,
it facilitates the reading of the poems and it can improve pronunciation.
 Performance – It refers to the benefits of reading poetry out loud. Due to its
structure and rhythmical language it offers students the possibility of naturally
pronouncing a word. In the EFL classroom many students feel uncomfortable when
asked to read a text aloud. Besides the fact that they do not feel confident when they
speak in English, sometimes it is difficult for them to identify and therefore be
involved with the text. However, if they write a poem in English (they have chosen
the topic and have had fun writing it), they may be a bit less hesitant to read it in
front of their classmates.
 Compactness – Compared with other forms of literature, poetry is the only
one that can provide a full context in a compact form. Its vocabulary is very
concentrated and associative. Students should be given the opportunity of working
with poems and write their own because that will let them explore the flexibility of
the language and the quality of the words.
The study of foreign poetry forms students' ability to participate in the
dialogue of cultures. This implies a certain level of formation of all types of
competence: communicative, linguistic, cultural, general educational [Error!
Reference source not found.].
Thus, the formation of communicative competence consists in the ability to
understand and generate foreign language statements on the basis and in connection
 22

with the content and form of the poem in different situations of communication
(conversation, discussion, exchange of views, etc.).

2.2 Methods of working with poetry

Working with poetry is an effective way to learn grammar. To teach grammar

of a foreign language means to form grammatical mechanisms specific to a given
 23

language, and so that students simultaneously develop certain grammatical

knowledge and skills.
In this area, poetry has an invaluable influence. Having met any new
grammatical form, the student perceives it. And if the student has a need for this
grammatical form, he tries to remember it. For a better perception of student
grammatical forms rational use of the poem. For example, when studying reflexive
verbs, teacher can use poems.
Very often teachers have a great interest, how to make the student need to
remember, and then use the grammatical form in speech. There is the rule: the
student will know and use the grammatical form in speech, if he knows for what
purpose he does it. And the poem helps to realize this rule. With the using of the
poem, the student clearly sees where, when and for what he can use the grammatical
phenomenon (for example, a description of his daily activities).
One of the methods of using poetry at the English lesson, is imitation.
Realizing the grammatical form, the student will try to reproduce the speech pattern.
Thus, the next important method to be performed by the student is imitation.
The next method is substitution. The student independently substitutes
different words (semantic verbs) in the same grammatical model.
The next method – reproduction – involves an independent product on the
problem with the use of this grammatical form. Teacher can ask students to come up
with a simple poem in the target language using a grammatical model.
Thus, the use of poetry in teaching grammar provides a strong and automated
command of grammatical forms, as well as the active use of these forms in speech.

2.3 Analysis of experience in working with poetry in teaching English

For analysis of experience in working with poetry in teaching English, we

consider the practice of I. Atanasov-Dhzukelov [Error! Reference source not
 24

found., c. 25-26], which offers many interesting and effective activities of working
with poetry.
Let’s examine some of them.
Body Language and Voice Objectives
Objectives:
• Realising the importance of body language;
• Discussing intonation and voice;
• To speak and discuss;
Methodology and Development
Many students go to university without knowing what is to speak in front of
an audience. This activity was designed with the idea of showing to students some
of the most important features, needed to do a successful presentation.
The activity consist of watching a video of a 16 years old teenager, Youssef
Biaz, reciting Mrs Krikorian by Sharon Olds. The video can be found on YouTube.
Before playing it the teacher must give the students a hand-out containing the poem.
Furthermore, he/she has to briefly explain that how a person transmits his message
is equally important as the message itself. Therefore, body language, intonation and
voice are tools that they should use in order to keep the audience interested in what
they have to say. The students will be asked to carefully watch the video and pay
attention to gestures, rise in intonation and voice changes. After the video the
students will have to rise hands and share their observations and thoughts. If they do
not participate much, the teacher can start commenting on the video so that the
students can start participating.
After discussing the video the teacher can ask them if they have ever attended
a presentation, a talk, etc. and to tell their classmates why it was boring or interesting
and how the presenter/ speaker achieved it. While the students talk, ask them to use
body language and to make eye contact with their classmates. You can even ask
them to stay in front of the class.
Materials
• A computer with internet connection and a projector.
 25

• A handout containing the poem (see “Annex).

Timing
• 5 min for explaining the activity.
• 5 min for playing the video.
• 20 min for a discussion.
Place
To be done in the classroom.
Assessment
The teacher should assess students’ oral skills (pronunciation of words and
sentences; intonation; pitch; etc). Students’ participation, implication and attitude
will be taken into consideration. The assessment of this activity have an effect on
the final mark of the trimester during which the activity is carried out.
Working on Intonation/Musicality [Error! Reference source not found., p.
26 ]
Objectives
• To see the strong relationship between language and music.
• To motivate students towards learning English.
• To speak and discuss.
Methodology & Development
The idea of the activity is to show students how closely music and language
are related. The teacher has to explain that rhythm is the key factor of language
musicality. Nevertheless, not every person perceives rhythm the same way
Furthermore, many foreign language learners do not have this rhythmic perception
due to the lack of input as well as output in the target language. In order to make it
clearer for the students what musicality is, the teacher may give them the following
utterances, explaining that what makes them memorable is the way they sound, the
rhythm. It can also be pointed out that many people learn a language only because
they like the way it sounds/
 “To be, or not to be, that is the question.” From Hamlet by Shakespeare.
 26

 “It was the best of times, it was the worst of times. “From A Tale of Two
Cities by Charles Dickens.
 “Nevermore.” From The Raven by Edgar Allen Poe.
In addition, the teacher has to play a short video of a poem by Dr John Cooper
called I Wanna be Yours (1:45 min). Since it is about a minute long, it can be played
a couple of times. Then the students are asked to discuss it in terms of musicality.
Attention to rhyme, stress and rhythm should be paid.
In addition you ask the students to try to read fragments of the poem imitating
Dr John Cooper. This is something that the student may really enjoy while you
correct their pronunciation and stress if they do not put it correctly.
Materials
• A computer with internet connection and a projector.
• A handout containing the poem.
Timing
• 5 min for explaining the activity.
• 5 min for playing the video 1.
• 5 min for playing video 2.
• 20 min for discussing and sharing personal opinions.
Place
To be done in the classroom.
Assessment
The teacher should assess students’ oral skills (pronunciation of words and
sentences; intonation; pitch; etc). Students’ participation, implication and attitude
will be taken into consideration. The assessment of this activity have an effect on
the final mark of the trimester during which the activity is carried out.

Conclusion for the chapter II

 27

Poetry and song materials are a means of increasing the motivation of students
' learning. Psychologists rightly argue that the transfer of knowledge from teacher to
student can not be carried out, by passing the student's own activities to acquire
knowledge.
The main factors, proving the effectiveness of poetry in English lessons
[Error! Reference source not found., p. 9-10]:
 Universality;
 Non-triviality;
 Motivation;
 Hands on;
 Ambiguity and interaction;
 Reactions and personal relevance;
 Rhythm;
 Performance;
 Compactness.
One of the methods of using poetry at the English lesson, is imitation.
Realizing the grammatical form, the student will try to reproduce the speech pattern.
Thus, the next important method to be performed by the student is imitation.
The next method is substitution. The next method – reproduction – involves
an independent product on the problem with the use of this grammatical form.
Thus, the use of poetry in teaching grammar provides a strong and automated
command of grammatical forms, as well as the active use of these forms in speech.
Also, we considered some activities, which can be realized at the English
lesson.

CONCLUSION
 28

This research was devoted to studying the way of mastering English speaking
by studying grammar. At the finish of research, we can to summarize.
Grammar is a section of linguistics, which studies the patterns of changes and
combinations of words that form meaningful sentences or statements, and, secondly,
the grammatical structure of the language, the system of rules in the language.
Mastering the grammar of the studied language is important not only for the
formation of productive skills in oral and written speech, but also for understanding
the speech of other people in listening and reading. Insufficient level of grammatical
skills becomes an insurmountable barrier to the formation of not only language, but
also speech and socio-cultural competence.
In modern conditions, more and more attention is paid to the study of the
processes of improving language skills in the study of brain processes, which are
caused by human speech activity. In this aspect, of great interest has the studying of
the functioning of the limb.
Learning English with the help of a positive impact on the limb has a
significant effect, since the digestibility of the material is much better in the case
when the student receives positive emotions in parallel.
Working with poetry is an effective way to learn grammar. To teach grammar
of a foreign language means to form grammatical mechanisms specific to a given
language, and so that students simultaneously develop certain grammatical
knowledge and skills.
We considered the methods of using poetry at the English lessons. So, one of
the methods of using poetry at the English lesson, is imitation. Realizing the
grammatical form, the student will try to reproduce the speech pattern. Thus, the
next important method to be performed by the student is imitation.
The next method is substitution. The next method – reproduction – involves
an independent product on the problem with the use of this grammatical form.
Thus, the use of poetry in teaching grammar provides a strong and automated
command of grammatical forms, as well as the active use of these forms in speech.
 29

Also, we considered some activities, which can be realized at the English

lesson.
At the end we can sum up, that one session is not enough to determine whether
activities based on poetry can facilitate language learning but the results are
promising and demonstrate students’ interest towards doing something different
once in a while. Furthermore all students found the activities to be helpful. For that
reason poetry should be given a fair chance.

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