Contemporary secondary education increasingly requires language instruction to combine classroom interaction with flexible forms of independent digital learning. This paper explores how the Lab Rotation model may be used to reorganize English language instruction for graduating students in general secondary schools. The analysis is based on the Grade 11 curriculum and teaching plan for the 2025–2026 academic year, the B1-level requirements for school graduates, and the content of the Prepare coursebook. Rather than treating the coursebook as a fixed sequence of classroom activities, the study considers how its components can be redistributed between teacher-supported and digitally mediated learning. The findings indicate that the coursebook offers a sound basis for communicative language development: learners work with listening, speaking, reading and writing, while project activities, discussion prompts and opinion-based tasks create opportunities for meaningful language use. At the same time, the analysis points to practical constraints related to lesson duration, class size, repeated practice, individualized feedback and the systematic use of digital resources. The Lab Rotation model is therefore discussed as a way of restructuring, rather than replacing, existing classroom practice. It can move selected repetitive or individual tasks into a digital space and reserve contact time for interaction, collaboration, feedback and productive language use.