Poetry teaching is ______.

Concept

In language-teaching pedagogy (reflected in the NCF and the CTET pedagogy syllabus), poetry is treated differently from prose or grammar drills: the primary objective of introducing poetry in the classroom is affective and aesthetic. Learners are meant to engage with its rhythm, imagery and feeling and develop a lasting love and appreciation for the form. Word study, device-identification, or critical writing are secondary, supporting activities — never the stated end goal of a poetry lesson.

Application

Applying this to the item: among the four stated purposes, “for enjoyment and appreciation” names this affective, aesthetic aim directly — teaching poetry so that learners come to enjoy it and value it, which is the accepted pedagogical objective for poetry instruction.

Cross-check: reading each stated purpose on its own terms

• “To learn words and phrases” names a general vocabulary-building purpose that applies to any text — a story, a notice, a dialogue.

• “To learn poetic devices” names a technical, analytical skill: spotting rhyme, metaphor, and similar craft elements at work in a piece of writing.

• “To write a critical commentary” names an evaluative writing task: producing a reasoned written judgement about a piece of writing.

• “For enjoyment and appreciation” names an affective, aesthetic engagement: savouring a poem's rhythm, imagery and feeling until it comes to be valued for its own sake.

Matched against accepted language-pedagogy practice for introducing poetry, it is this affective, aesthetic engagement — enjoyment and appreciation — that the classroom activity is built around.