T writes "Going Green" on the board. T asks Ss to work in pairs for one minute and list as many environmentally friendly actions as they can. Examples: recycle, ride a bike, plant trees, save water, use renewable energy, reuse bags. T elicits answers and writes them on the board.

T introduces the vocabulary by displaying a matching activity in which Ss match the target words with their definitions in pairs. T asks Ss to discuss their ideas and guess the correct matches based on their prior knowledge. After Ss complete the activity, T checks the answers with the whole class, confirms the correct matches, and explains the meanings of the target vocabulary where necessary. Finally, T models the pronunciation of each target word, and Ss repeat after T to practice accurate pronunciation.

T introduces the concept of skimming for main ideas, explaining that this involves reading quickly to grasp the general focus rather than focusing on every word. T points to the first paragraph of the article as a model, showing the already underlined key points to clarify the task. T instructs Ss to skim the remaining paragraphs of the article and underline the key points in each one independently. Following this, T directs Ss to compare their underlined main ideas with a partner to discuss and confirm their choices.

T instructs Ss to read the article again to locate specific information needed to answer the five provided comprehension questions. T allows Ss to work individually to find and write the answers to the questions. Once finished, T facilitates a class review, calling on individual Ss to provide their answers and verifying them against the text.

The teacher introduces the activity by explaining that students are members of a school council and their task is to decide how their school can become more environmentally friendly. Students are divided into small groups of 4 and each student is given a role, such as principal, student, teacher, or a parent. Each group discusses an issue, such as reducing plastic waste, saving electricity, improving recycling, or making transport greener. Students share their ideas, discuss possible solutions, and agree on the two best actions for their school while using useful expressions. The teacher monitors the discussions, provides support when necessary, and takes notes on students language use. Finally, each group presents their decisions to the class and explains their reasons, followed by brief teacher feedback on their speaking performance.