The use of texts, as pedagogical content, reflecting various discursive types actually maintains its valid status in the teaching of foreign languages. Representing the cultural and the lexical richness of a language, texts, as oral and written documents, give us clues concerning the different dimensions of the linguistic functioning as well. In that context, the teaching of foreign languages through texts proves to be essential in order to develop the communicative-linguistic competences of learners. As one of the most frequent discursive types, narration is not the sole appanage of the field of literature; i.e. it also manifests itself via news in newspapers or summary texts written for various purposes. Thus, the present paper aims to apply Adam’s (1997/2011) sequential organization concept designed as a textual analysis tool to a narrative text and to elaborate an action-oriented classroom activity deriving from the implementation. Firstly, in the theoretical section, the sequential dimension of the textual analysis was examined, and the Action-Oriented Approach was briefly mentioned. Then, the above-mentioned textual analysis tool was applied to the synopsis of a movie called L’Iceberg, featuring in the coursebook Rond-Point 3 used for the teaching of French as a foreign language; via this implementation, an action-oriented activity was proposed in order to develop basic language skills concerning the B2 language level. When creating the activity, two workshops involving the subject were also taken into account along with theoretical references.