CHAPTER 1INTRODUCTION1.0 PresentationFrom the beginning of the human species, literature has coexisted. Human life, in the form of human passions, feelings, loves, sufferings and human history, existed in literatures. Human legends began in the Stone Age, recorded in stone scriptures. It was a human need to communicate the past to future generations. Poetry, as an art form, has been praised, contemplated for many centuries and has continued to affect man. Man has used poetry to more effectively express love and sorrow, birth and death, innocence and guilt, heaven and hell. To achieve such a mode of expression, the poet has no other material than language. However, in poetry, this language itself turns out to be the poet's goal rather than just an instrument of communication. His way of expressing his ideas and emotions sums up the poet's know-how and creativity. What the poet does is that he illustrates and illustrates how language can be used to achieve the most effective means of expression. The poems deal with universal themes such as love and hatred, birth and death, innocence and guilt, heaven and hell, which are familiar to all readers. For this reason, convinced of the importance of literature and the contribution of poetry to the teaching and learning of languages, we decided to use poetry as a means of enriching the linguistic awareness of students in ELT.1.1 Background of the problemUntil the late 1960s and early 1970s, the teaching of literature in foreign and second language classes was an activity whose justification was considered obvious. Since then, poetry and literature in general have become "forgotten" men, and this can be attributed to the advent of communicative language teaching. With the changing emphasis on the study of English for practical, technical or other purposes, as well as the emphasis on spoken rather than written language, the role of literary texts in the language classroom and the relationship between language teaching and literature teaching in the EFL context seemed totally neglected. Looking through TEFL/TESL writings from the 1970s and 1980s, one finds little about the teaching of literary texts and almost nothing controversial. Although poetry has been the center of interest for ages, it does not get the place it deserves in English teaching..