Teacher shows two contrasting pictures: a polluted city a green city (e.g. Copenhagen) Teacher asks: Which city would you rather live in? Why? What environmental problems can you see? Teacher elicits a few ideas but does not teach vocabulary yet. Students discuss the questions in pairs before sharing ideas with the class.

Teacher shows pictures illustrating each vocabulary item (factory smoke, dry land, wind turbines, recycling poster, roads, etc.). Teacher provides a short contextual sentence for each picture. Example: "Factories produce these into the air." Students try to guess the missing word. Teacher reveals each target word after eliciting ideas. Students look at the visuals, predict the vocabulary, discuss answers with partners.

Teacher displays all nine target words together, highlights spelling and asks students to identify: nouns compound nouns longer academic words Teacher shortly points out any useful word formation where appropriate. Students notice the target words and identify patterns.

Teacher uses CCQs for every word. Examples: Emission Can cars produce emissions? (Yes) Are emissions usually good for the environment? (No) Teache models pronunciation, drills chorally and individually. Teacher marks stress where necessary. Students answer CCQs, repeat pronunciation, take notes if necessary.

Teacher directs students to Exercise 1 in the coursebook on page 88. Students complete the gap-fill individually before checking answers in pairs. Teacher conducts whole-class feedback.

Teacher shows only the map and picture of Denmark. Teacher asks: "Which country do you think this is?" Teacher reveals the answer. Students work in pairs to discuss: What do you already know about Denmark? What can you infer from the picture and the map? What industries or renewable energy sources might Denmark have? How do people seem to travel? Teacher monitors and notes useful language. Students discuss predictions using visual clues. Share ideas with the class.

Teacher directs students to Exercise 4. Students discuss: What environmental initiatives could Denmark introduce? What does "going green" mean? Which ideas would also work in Türkiye? Teacher reminds students to use at least four target vocabulary items during their discussion. Teacher monitors without interrupting, conducts delayed feedback after the activity. Students discuss ideas in pairs, express opinions, justify their answers.