How can literature be introduced into the professional school curriculum? Which activities promote foreign language production, and which are ineffective? To answer these questions, I have chosen, in this study, to approach them through three angles: the action-oriented perspective, the task-based language teaching (TBLT) and “agir littéraire”. This professional dissertation, hence, deals with the application of these approaches in the literary sphere in a professional school (ETML) with two post- Certificat Fédéral de Capacité (CFC) Maturity classes. During the second semester, 22 students have worked and analyzed the Easy Reader version of H.G. Wells The Time Machine and produced both an oral presentation and a written production (short story) linked to the theme of the book, “time travels”. In this work, I present the teaching sequence designed to carry out the project, the activities that were implemented and I question their effectiveness. To do this, a survey, which involved two distinct analytical moments that incorporated perspectives from both the teacher and the students, was carried out.