• 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? Presenting only two options when more exist. (ad hominem / bandwagon / slippery slope / false dilemma) → false dilemmaPrompt: Think about what each kind of faulty argument does wrong.
2. Which fallacy is used here? Why listen to Sam's ideas about the budget? He can't even keep his bedroom tidy. (bandwagon / slippery slope / false dilemma / ad hominem) → ad hominemPrompt: 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. Attacking the person making an argument instead of the argument itself. → ad hominemPrompt: 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? Twisting an opponent's argument into a weaker or more extreme version, then attacking that. (appeal to pity / straw man / appeal to false authority / circular reasoning) → straw manPrompt: 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. (circular reasoning / appeal to false authority / post hoc (false cause) / appeal to pity) → 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 8 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? You can't give me a low mark; I've had such a terrible week. (appeal to pity / post hoc (false cause) / appeal to false authority / straw man) → appeal to pityPrompt: 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.