Although many fields of study are increasingly promoting awareness of the need to protect the ecosystem by thinking and acting "green," the concept of environmental education actually has a long history; for example, concerns about global environmental problems were discussed at a 1972 United Nations Conference (Nkwetisama 2011), which resulted in the Belgrade Charter (UNESCO-UNEP 1976), a document that sets out six objectives for environmental education: awareness and knowledge of problems, an attitude of concern, skill at overcoming problems, and evaluation of and participation in solutions. Considering the ambitious objectives of environmental education, increasing students' awareness of environmental problems and possible solutions is a challenging task. As suggested by Jacobs and Cates (2012), there is a great need to take action--not just developing awareness but developing an understanding of causes and becoming competent in evaluating plans to deal with problems. The most important objective of environmental education is actually to get students to participate. That objective is a good fit for language teaching and learning, particularly with language-teaching approaches that emphasize participation in learning rather than merely passing tests (Jacobs and Goatly 2000). With participation as the goal, teachers can focus instruction on information and activities that protect the environment. Activities might be directly related to school life, such as adopting a zero-waste classroom policy, growing gardens on the school ground, or bringing nature to the classroom (which can be as simple as having students bring in plants and take responsibility for caring for them). This article suggests practical activities for integrating environmental education into English language teaching (ELT), based on the experiences of one of the authors, who added environmentally related elements to an English as a foreign language (EFL) writing class. Since the general EFL teaching and learning process in the authors' context applies the genre-based approach (GBA), this article also discusses how environmental issues can be incorporated using that approach, especially for teaching the productive skills.