Teaching English Language Analysis

2.1. Speaking Speaking is one of the most difficult parts of learning foreign language. The mastery of speaking is one aspect that most all learners eager to master. Consequently, learners often evaluate their success in language learning as well as the effectiveness of their English course on the basis of how much they feel they have improved in their spoken language proficiency. But, Many learners struggle when speaking in front of a class or a teacher. Mostly, students just listen and read when learning a language. That’s the phenomenon that is happening these days. This is happening because they are learning English in a place where it is not spoken, whereas when we are learning language, we should not forget about the five aspects of

We will respond to the content of the activity as well as the language used.
2.3. The Objective of Teaching Speaking According to Chamberland (1987 cited in CMEC,2013:26) The literature underscores the significance of establishing clear teaching objectives as an important component of effective teaching. If the object is speaking, the teacher should establish the more specific materials related to the speaking itself and also focus on specific purpose. Teachers must be able to make clear to their students the declarative and procedural knowledge the students are meant to learn. To this end, teachers must communicate instructional goals that are challenging, and that motivate learners to align their efforts with the demands of the goal and prompt them to invest mental effort in the learning task. Students need to know why they are studying speaking. Providing them with a rationale for the causes may help them see how speaking ability relates to their daily conversation and very important to be mastered when learning foreign language.
2.4. How to Asses Speaking

Topic: we will often be able to introduce a short two or three minute video extract into a lesson devoted to a particular topic. If students are working on a reading text about genetically modified food and animals, for example, we might show a quick interview clip with a government minister, or a quick burst of news bulletin about campaigners against genetic modification.
2. Language: when a class is working on an area of language, whether grammatical, functional, or lexical or a mixture of all three, the lesson can be greatly enhanced by a video extract which shows that language in operation.
3. Relaxation: video can occasionally be used for relaxation, but this use must not be overdone since, as we have said, we usually need to make it an active process. But e might show/play a music video at the end of a long lesson or show a quick bit of video film about a place or a person a bridge between, for example, a noisy activity and a quite one.
Language is not fixed, but is constantly changing, so are the media, television, radio and newspapers are a very rich source of the language used. In order to expose foreign language learners to the target language the use of technology in the classroom should be utilized as much as possible. Therefore, trend of the use and integration of technology into the curriculum developed teacher becomes very