This thesis aims at counteracting the marginalization of literature in the English as a Foreign Language (EFL) classroom. The merits of teaching literature are manifold. Literature confronts the students with motivating, authentic material that can encourage language acquisition and expand their language awareness. It can aid in the education of the whole person and contribute to academic goals by fostering interpretative skills and increasing reading proficiency. And, with some limitations, literature can also provide an access to the cultural background of a text. In recent years, dystopian literature has continually been on the rise. Particularly young adult fiction projecting dystopian societies is currently in vogue, as the huge success of novels such as Suzanne Collins The Hunger Games trilogy or Scott Westerfelds Uglies proves. It is with regard to the apparent popularity of dystopian fiction among adolescents that Margaret Atwoods dystopian novel Oryx and Crake has been selected for the implementation of literature in the EFL classroom. Oryx and Crake projects a dystopian society that is located in the readers near future and is organized on the highly problematic principles of unregulated capitalism and consumerism, reckless genetic engineering and scientific hubris. However, this dystopian society is already part of the fictive past, as the novels protagonist, the sole survivor of a pandemic, recapitulates his story in the post-apocalyptic fictive present. This thesis provides a selection of activities suggesting how Oryx and Crake can be taught in a secondary school context. Because of the linguistic difficulty and length of the novel, the primary target group of this thesis approach is students who attend the 7th or 8th grade of an Austrian secondary school. Students English language proficiency should be within the range of what the Common European Framework of Reference prescribes as the B2 level.