• Quick retrieval from earlier learning (Spotting faulty reasoning: bandwagon, slippery slope, ad hominem…). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Which fallacy matches this description? Claiming one small step will inevitably lead to a chain of extreme results. (false dilemma / hasty generalisation / slippery slope / bandwagon) → slippery slopePrompt: Think about what each kind of faulty argument does wrong.
2. Which fallacy is used here? Millions of people have bought these trainers; you should too. (false dilemma / slippery slope / bandwagon / hasty generalisation) → bandwagonPrompt: Does it attack a person, follow the crowd, offer only two options, generalise from a few cases, or predict a chain of disasters?
3. Type the fallacy (in English) that matches this description. Drawing a big conclusion from too few examples. → hasty generalisationPrompt: Think about what each kind of faulty argument does wrong.

• Read the first lines of a short text aloud and ask what students predict will happen and why.
• Share the objective: More faulty reasoning: straw man, circular reasoning, red herring…. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Which fallacy matches this description? Using the conclusion as its own evidence.
• Step 1: Fallacies are reasoning errors; spotting them helps you judge arguments fairly and write stronger ones.
• Step 2: circular reasoning: Using the conclusion as its own evidence.
• Step 3: So the answer is: circular reasoning
• Answer: circular reasoning
• Pause after each step and ask a student to say what comes next.

• Do these together. Students try each step on whiteboards before you reveal it.
• Use the hints as prompts rather than giving the answer.

1. Which fallacy matches this description? Using the conclusion as its own evidence. (circular reasoning / straw man / appeal to false authority / appeal to pity) → circular reasoningPrompt: Think about what each faulty move does: twist, repeat, borrow fame, distract, confuse order with cause, or play on feelings.
2. Which fallacy is used here? A famous footballer says this vitamin cures colds, so it must work. (post hoc (false cause) / appeal to pity / appeal to false authority / circular reasoning) → appeal to false authorityPrompt: What is wrong with the reasoning, exactly?

• Students work on the student sheet. Circulate and check the first two answers of every student early.
• Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

• Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

1. Which fallacy is used here? A famous footballer says this vitamin cures colds, so it must work. (appeal to false authority / appeal to pity / post hoc (false cause) / circular reasoning) → appeal to false authorityPrompt: What is wrong with the reasoning, exactly?
2. Type the fallacy (in English) that matches this description. Twisting an opponent's argument into a weaker or more extreme version, then attacking that. → straw manPrompt: Think about what each faulty move does: twist, repeat, borrow fame, distract, confuse order with cause, or play on feelings.

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-9.