• 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? Drawing a big conclusion from too few examples. (ad hominem / hasty generalisation / false dilemma / bandwagon) → hasty generalisationPrompt: Think about what each kind of faulty argument does wrong.
2. Which fallacy is used here? If we allow one food stall in the park, the whole park will become a car park. (ad hominem / bandwagon / slippery slope / false dilemma) → slippery slopePrompt: 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. (straw man / appeal to pity / circular reasoning / post hoc (false cause)) → 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? You can trust this website because it says it is trustworthy. (red herring / circular reasoning / appeal to pity / straw man) → circular reasoningPrompt: 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. Type the fallacy (in English) that matches this description. Using the opinion of someone who is not an expert on the topic as proof. → appeal to false authorityPrompt: Think about what each faulty move does: twist, repeat, borrow fame, distract, confuse order with cause, or play on feelings.
2. Which fallacy matches this description? Assuming that because B happened after A, A must have caused B. (circular reasoning / red herring / post hoc (false cause) / appeal to false authority) → post hoc (false cause)Prompt: 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.