In this article, the authors endorse a model that uses themes as springboards for language improvement, accompanied by the added benefit of content learning, though to differing degrees depending on the instructional setting. The themes that teachers choose to integrate into their language classrooms may reflect serious issues (e.g., elections, civic responsibility) or more lighthearted subjects (e.g., the Olympics, video games). Other themes may focus on global events (e.g., natural disasters, globalization) or on students' communities (e.g., local holidays, respected leaders). When using content as a vehicle for English instruction, language teachers provide students the opportunity to not only develop language skills, but also to become more informed citizens, both locally and globally. After teachers select the themes that form the backbone of their curricula, they can ask students to identify topics of interest within the overarching theme, thereby creating a more learner-centered classroom and giving students more control of their learning. The authors also showcase three sample activities that teachers can adapt--taking into consideration their own students' language abilities, ages, and background knowledge, and the language emphases of the classroom--to integrate language and "green" content learning: (1) Activity No. 1 (Appendix 1) involves a classroom scavenger hunt, during which students practice reading and speaking while learning about a variety of environmental topics; (2) Activity No. 2 (Appendix 2) highlights a group paragraph-writing task that recycles green content introduced through reading and/or listening activities; and (3) Activity No. 3 (Appendix 3) revolves around a song that reinforces the importance of the three "Rs": Reduce-Reuse-Recycle.