I IntroductionGiven that my subject is British literature, there has been a lot of reflection regarding the priorities of the course. On the one hand, my main goal is to help learners appreciate the artistic part of written language. On the other hand, I was tempted by the idea of ​​using my time to give a more language-oriented course. The session used to write this essay is one of my first attempts to continue the second. When choosing materials, I chose a short comedy written in the 1950s (Pinter 2006, 1254-1259), mainly because I thought it might appeal to my group of teenagers. After that, the main objective of the session was defined. I understand that the process must be reversed: first the goal, then the materials (Nunan 1995: 40). Nevertheless, I was compromised with two seemingly opposing guidelines: of course, the need to base the lesson on pieces of British literature and this ICELT task (C3-1) which requires vocabulary to be taught. Apart from this, there is another difficulty; my students are a week away from graduation. Obviously, their energy and motivation no longer reside in their learning experience but in their prom (see appendix 1). It was therefore imperative to design a lesson that was both practical and fun. Overall, I can say that it worked, but next time I should find a room that is less difficult to access.II Areas of SuccessII.a Areas of SuccessClassroom ManagementTaking into account that the students were extremely distracted at Because of the end of the school year, I consider that they were sufficiently involved in the course. Most of them worked well in practice step 1 (see Appendix 1) and they were really enthusiastic about P's discussions...... middle of article...... internal development will consist of reading it carefully in order to better understand classroom management and lesson planning. Works Cited Holden, Susan and Mickey Rogers. English language teaching. Published by England Swan Communication Ltd. Mexico: Delti, 1998. Macmillan ELT. Challenge and change in language teaching. Edited by Jane Willis and Dave Willis. London: Macmillan Heinemann Teaching English Oxford, 1996. Mcdougal Littell. The Language of Literature: British Literature - Teacher's Edition (purple). Mcdougal Littell, 2006. Nunan, David. Design task for the communicative classroom. 1995. Cambridge: Cambridge University Press, 1995. Pinter, Harold. “That’s all.” Fr The language of literature: British literature, by McDougal Littell, 1255-1259. McDougal Littell, 2006. Scrivener, Jim. Learning Teaching. Oxford: Macmillan Education, 2005.