[FONT=Times New Roman]TABLE OF CONTENTS

ABSTRACT i

ACKNOWLEDGEMENTS ii

ABBREVIATIONS iii

INTRODUCTION 1

1. RATIONALE 1

2. OBJECTS OF STUDY 2

3. AIMS OF STUDY 2

4. SCOPE OF STUDY 2

5. METHODOLOGY OF STUDY 3

6. RESEARCH HYPOTHESES 3

7. DESIGN OF THE STUDY 3

PART II: DEVELOPMENT 5

CHAPTER I: LITERATURE REVIEW 5

1.1. SOME DEFINITIONS 5

1.2. FACTORS PREVENT STUDENTS FROM PRESENTING A TOPIC 5

1.2.1. Factors of Foreign Language Anxiety 5

1.2.2. Factors associated with Learner’s own sense of ‘self’ and ‘language classroom environment’ 8

1.2.3. Classroom procedure 10

1.3. Socio-cultural factors 11

1.3.1. Social environment for L2/FL acquisition 11

1.3.2. Errors in social setting 12

1.4. COMMUNICATIVE CLASSROOM ACTIVITIES 12

1.4.1. Purpose 12

1.4.2. Requirements 13

1.4.3. Types of communicative classroom activities 14

1.5. INTEGRATING SKILLS AND PRESENTATION 16

1.5.1. Important of integrating skills 16

1.5.2. Presentation through reading activities 17

1.5.3. Presentation through writing activities 17

1.5.4. Presentation through listening activities 17

CHAPTER II 19

THE STUDY 19

2.1. Aims 19

2.2. Informants 19

2.3. Hypotheses: Remarks on some problems of English learning and teaching at Marie Curie High school, Hai Phong city. 19

2. 3.1. Materials 19

2.3.2. Teachers’ method 20

2.3.3. Students’ motivation 20

2.4. Methods 21

2.5. Data collection 22

2.6. Data analysis 23

2.6.1. Survey questionnaire for teachers 23

2.6.2. Survey questionnaire for students 25

2.7. Discussion of the findings 27

CHAPTER III: 29

3.1. Information sources 29

3.2. Activities in class 30

 Simulations 38

3.3. Practical tips for teachers 40

 Personalization 40

 Suitable Level of Difficulty 40

 Pair work and group-work 40

 Mistake correction 41

PART III 42

CONCLUSION 42

1. Summary of the study 42

2. Limitations of the study 43

3. Suggestions for further study 43

REFERENCES 44

APPENDIX 1 I

APPENDIX 2 III

APPENDIX 3 V