Statement of intent

Use poetry throughout the curriculum. You may also wish to use poetry writing as an activity in other content-area lessons, or trying having students write some of these poems as riddles that their classmates have to figure out.

Some methods used in teaching EFL class can be very useful in teaching students. Teaching English rhymes can be very effective, but it is very difficult to run a' writing' poems with a big group of students. So, the best way of achieving the aim, which is helping young learners to overcome their fear of speaking and improve their writing, is to work in small groups, before or after the regular classes. It is easier than to explain problems, correct mistakes or do some oral exercises before the final part - reciting a poem.

Pupils feel more comfortable when the teacher pays attention to what they are doing and appreciate that. It is very important to encourage the students to practice new skills and notice their slightest progress. Some of them have never believed they could learn anything in English, and are very surprised to hear and write that they are doing better and better.

Some students do not know how to learn, because they have never been told what to do. After giving them some advice and improving the most important mistakes in pronunciation, their English sounds better, so they are not afraid of speaking in public any more. During being aware of writing poem collaborative they learn something new that other pupils do not know, so they want to make a good show of what they have learnt. Their self-confidence rises, so they start taking part in the activities during the lessons. Their progress encourages other pupils to make efforts and their achievements are the best illustration of the saying: 'Practice makes perfect'. There are some pupils who are not very good at English because they are not able to remember any vocabulary or use any structures. They usually do not take part in any activities during the lessons, get bad marks and have problems with passing grammar tests. It is worth trying to draw them into the 'reciting' activities. It might turn out that some of them are very talented, can write meaningful and colourful. They can develop their skills, take part in writing poems together and win prizes. Thanks to their perfect thinking, writing they can learn a lot through listening and reciting poems collaborative in English.

While motivating students in EFL classes through writing poems collaborative teacher should let students be aware of different types of collaborative writing poems.

Group Poem. This is a good place to start before students create their own poems. Ask students for poem ideas and then choose one of those ideas for the poem. Have students brainstorm all the words they can think of that are associated with the topic of the poem. If learning a new form, work with the class to figure out how to use that form with the suggested words. Little by little, the poem will be created. Teacher may want to help the students review their poem and make any changes to improve it. For example, the students may want be able to find more descriptive words than the original suggestions. Once the students have done a couple of group poems they will be ready to create poems in pairs or on their own.

Name Poem. Another biographical form is the name poem. While many name poems use acrostics, another common format uses this 10-line structure, which encourages students to think about themselves, their family, and what matters to them.

Bio-Poem. A bio-poem is a poem that a student writes about herself. Not only does it give students a chance to reflect about their own lives, it allows the class to get to know each other better!

Five W's Poem. This format is a great tool for teaching students about the 5 W question words (Who? What? When? Where? Why?).

Free Form. Free form is exactly that — free from grammar rules or conventions of writing.

Students choose an idea or theme and create vocabulary words that evoke the emotions and visual they want to share. Then they string the words together in short sentences or in vocabulary sequence to create the poem.

We have attempted to indicate how poems and poetry-related activities might enhance English language learning in EFL classes. It is suggested that a focus on the beauty of the words of the target language and on their student-directed use in non-grammatical as well as in grammatical contexts, can promote meaningful and relevant expression of personal meanings, in addition to focusing on particular aspects of structure and syntax.

So far, the usage of songs, poems, and problem solving activities are clarified. It is now more apparent that the teaching of grammar can be supported effectively by using such resources. According to the needs analysis of a classroom, several techniques can be integrated with such resources. Since teaching is a developing art, which requires innovative and creative ideas to enrich its effectiveness, we must not hesitate to use such resources in our classrooms. These resources can assist our teaching of grammar while providing a relaxed atmosphere and motivated students. Such activities are student centred, hence, by using them we give a chance to our students to express themselves, enjoy themselves during learning, and use the reserves of their minds. Thus, we let our students use their long-term memory and learn effectively during such activities. So there is an undeniable fact that if our concern is to provide a successful and beneficial teaching, we must not hesitate to use songs, and problem solving activities, which bring the structural, pragmatic, prosodic and communicative aspects of language together, in our language classrooms.