Critical Thinking EAP Worksheets and Games

In this critical thinking worksheet, students learn about critical thinking and examine a case study of the famous detective Sherlock Holmes, analysing how he uses critical thinking skills, and applying those skills to solve a mystery of their own. First, students identify five adjectives they think describe a critical thinker and discuss them with a partner. Students then read a text about critical thinking and match words from the text to their definitions. Next, students answer comprehension questions based on the text. After that, students read a text about Sherlock Holmes and answer true or false questions. In pairs, students then imagine they are detectives using critical thinking to solve a case. Students then discuss notes they took at the crime scene and write a paragraph about what they think happened. Finally, pairs share their deductions with the class and explain their reasoning.

In this intriguing critical thinking game, students play bingo by identifying and explaining common logical fallacies in arguments. In groups, the bingo caller reads a scenario that contains a logical fallacy from the caller's sheet. The players listen and look at the logical fallacies on their bingo cards to see if they have a fallacy that matches the scenario. If they do, they cross it off. When a player has crossed off three fallacies in a row, they shout 'Bingo!' and read the logical fallacies they crossed off. If the logical fallacies match the scenarios ticked on the caller's sheet, the caller reads each scenario again, and the player explains the logical fallacy. If the player is unable to explain the fallacies, the game continues. If the player can, they win the round. Players then continue to see who can cross off all nine logical fallacies. Groups play several rounds, with students taking turns being the bingo caller and players using a different bingo card each time.

This engaging critical thinking game helps students practice identifying and explaining logical fallacies in arguments. In groups, students read a logical fallacy cheat sheet and then turn over one card at a time, read the scenario aloud and discuss if it contains a logical fallacy, focusing on how the scenario demonstrates or fails to demonstrate a logical fallacy. If a fallacy is present, students underline the text that contains the fallacy and write the type of fallacy on the card. If not, students write 'no fallacy'. Afterwards, go through the scenarios with the class and elicit answers and reasons from each group. When all the groups have given their responses, reveal the correct answer. For each correct answer, groups score one point. The group with the most points at the end of the game wins. Finally, lead a brief class discussion on how identifying logical fallacies strengthens critical thinking, emphasising its impact on analytical reasoning, decision-making, and argument formation.