At secondary school in Sweden, pupils can choose to study three different foreign languages, which are Spanish, French and German, but many pupils drop out because they don’t find it interesting because of its difficulty in learning new words and new grammatical rules (Svenska Dagbladet 2013). The reason of this can be the lack of motivation or the difficulty in learning a new language without finding it interesting. The MCER is necessary to intensify the teaching and learning of foreign languages in the EU. That would make Sweden much more efficient when it comes to communicate with other EU countries. What can teachers do to keep their students motivated? According to WTC theory (Willingness to communicate) it shows that a student improves his or her oral production when they learn something they are interested in, making them want to participate in class (Dörnyei, Clément and Noels, 1998). A study from Kormos and Dörnyei (2004) shows that there is a correlation between the interest of studying the language and the total number of turns and arguments the students can produce. On the basis of this study, the purpose of our study is to examine how the pupils´ oral production, i.e the number of words produced by each student, is affected by the use of fantasy in class and to study what methods the pupils prefer. We have chosen to make a didactic proposal by changing and using a fantasy theme related to the world of zombis. This work has been limited to study the amount of words produced by the students; other qualitative aspects such as correction have not been taken into account. First, a chapter of the ordinary text book was used in class and then the chapter from our didactic proposal was used. There were questionnaires about the used method for the pupils to fill after each chapter. They were also given an oral test after each chapter to see if their oral production had increased. The T-test was applied to make the comparison. The results were as follows: the pupils preferred working with the zombie fantasy chapter and the pupils increased the number of words produced in the speaking test.