Begin with a general explanation about being environmentally 'ethical' or 'green living'. What could that mean. T shows some pictures of ethically living things from PP. Have students talk about how they are living green. Students will be told to read the article and think of a title.

Ss will quickly read/skim text for gist so students will have the context for exercise 4A in the next stage. Ss come up with a title.

Ss will do ex. 4A to see the reported speech opportunities in the text. Check in pairs.

T will give the students the rules in a handout, students with a partner write a two-word definition for each. T elicits the four rules and Ss write them on the board. Ss will match slips of paper on the board example sentences with the rules. Individually Ss will figure out which example sentence goes to which rule. Check in pairs, then they will put them on the board next to the rule. T provides FB. With a few sentence examples, T goes through CCQs to clarify meaning/form if there are some incorrect and to test understanding before moving onto controlled practice. See examples and CCQs in Analysis sheet.

Play a game where I say a statement, students have 30 seconds in pairs to say the response, and write it on the board. Class provides peer-feedback. See Dialogue doc for sentences and key.

T gives students 'Laura' or 'Jenny' scripts. They read it and ask any questions. Then will tell their partner what 'Laura' or 'Jenny' said they do to decrease their footprint. Students should compare and contrast the two women as to what they do to 'live green'. T will monitor and provide delayed FB on WB.