I ask students if they use Wikipedia or other online information websites. Students talk about how often they use them and if they trust the information. I ask simple questions like: Is Wikipedia good or bad in your opinion Do you think the information is always correct

Students read the text Wikipedia for and against I ask the students to answer simple questions to check basic understanding: What are the three advantages of Wikipedia What are the two disadvantages Is the writer for or against Wikipedia Students check with a partner, then I check as a class.

The students will be asked to look at the Useful Language box on the page. They will be asked to complete the gaps using the linking words from the box and check their answers in pairs. The teacher will draw a simple layout of an "advantages and disadvantages" paragraph on the board. Students will be asked what information goes in each part of the paragraph (introduction, advantages, disadvantages, conclusion). The students will be informed about the language used in an advantages–disadvantages paragraph, mentioning: We start by introducing the topic. We use linking words like firstly, secondly, for example, and finally to organise advantages. We use linking words like on the other hand to introduce disadvantages. Each idea should be in a clear sentence. We use in conclusion to give a final opinion or summary. We do not use very informal language or contractions. The paragraph should stay balanced, showing both positive and negative points.

Students work in pairs or small groups. They talk about the advantages and disadvantages of Wikipedia using the text and the useful language. I Ask them simple questions such as: What advantages of Wikipedia do you agree with What disadvantages do you think are true Do you use Wikipedia a lot Do you trust the information After the speaking stage, students write a short paragraph or two about the advantages and disadvantages of Wikipedia. They use linking words like firstly, secondly, on the other hand, for example, in conclusion. I monitor and help with ideas and vocabulary.

Students exchange their articles with a partner They read each other's work and say one thing they liked and one thing to improve. I will gather some common mistakes and write them on the board And students will correct the mistakes in their own writing.