As English has been an international language, the ability to present a topic is clearly valuable at every stage of students’ lives. Whatever the subjects they study, presentation will bring them success in English speaking classes, academic work, job interviews and their future work life – it is the most transferable of all their skills, and a critical part of their professional development. Presentation is also an important part in an English speaking class at high school, in which students are required to present their ideas in a short and simple way. This research is motivated by both subjective and objective reasons. Subjectively, doing a research on Methodology, especially on teaching speaking is very useful for a teacher of English. Objectively, the importance of English in communication is increasingly emphasized, while the present English teaching at Vietnam’s high schools seems to face with an obstacle in improving learners’ communicative competence. According to Communicative Language Teaching (CLT), the purpose of language teaching and learning is to develop communicative competence in the target language. Littlewood also states: “One of the most characteristic features of Communicative Language Teaching is that it pays systematic attention to functional as well as structural aspects of language”. However, the traditional method applied at Vietnamese secondary schools does not comply with the textbook at all. Most teachers focus on teaching vocabulary, grammar, reading and writing skills. They do not pay adequate attention to speaking and listening skills. As a result, this leads to some problems. Learners can be good at written English but they have difficulty in using it in oral communication. Besides, their English is not good enough to use in real communicating situations. Moreover, teaching and learning conditions at Vietnamese secondary schools are face with some drawbacks. A class of 45 to 50 learners is not appropriate for language teaching and learning. Therefore, a suggested solution is that teachers should apply suitable classroom activities to stimulate learners’ speaking ability right from the beginning. Hopefully, this study will make a small contribution to the application of communicative language teaching approach in developing the 10th form learners’ ability in presentation at Vietnamese secondary schools in general and at Marie Curie high school in Haiphong in particular.