REPUBLIQUE DU BENIN
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MINISTERE DES ENSEIGNEMENTS SECONDAIRE, TECHNIQUE ET
DE LA FORMATION PROFESSIONNELLE
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DIRECTION DE L'INSPECTION PEDAGOGIQUE, DE L'INNOVATION
ET DE LA QUALITE
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SERVICE DE L'INSPECTION ET DE L'ANIMATION PÉDAGOGIQUE
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INSPECTION PÉDAGOGIQUE DELEGUEE DE L'ATLANTIQUE
Module d’Animation Pédagogique Hebdomadaire
Discipline : Anglais
Thème :
Problem Tree as a Technique in Vocabulary Teaching in English
Language Teaching (ELT)
Presenter:
Elie Satingo MIGAN, EFL Teacher at CEG HEVIE (ABOMEY-CALAVI)
Octobre 2025
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Context
In the process of teaching English, vocabulary acquisition plays a crucial
role in developing learners’ communicative competence. However, many
students struggle to understand, retain, and effectively use new words. To
address this issue, teachers need to adopt innovative and interactive
techniques that make vocabulary teaching more meaningful. One such
effective pedagogical tool is the Problem Tree Technique, which helps
learners identify causes and consequences of a vocabulary-related
problem while exploring and using new words in context.
Main Objective
Enable teachers to use the Problem Tree Technique to make vocabulary
teaching more participatory, contextualized, and effective.
Specific Objectives
At the end of the session, participants should be able to:
Explain the concept and structure of the Problem Tree Technique in ELT.
Identify the advantages of using the Problem Tree Technique in
vocabulary teaching.
Apply the technique to teach vocabulary meaningfully in their classes.
Introductory Activity: Participants’ Representations
Instructions: Answer the following questions.
1. How do you usually introduce new vocabulary in your classroom?
2. What difficulties do you face when teaching vocabulary?
3. Have you ever used a visual or analytical tool to help learners understand
relationships between words or concepts?
Material: Personal experiences and teaching practices
Duration: 15 minutes
Techniques: Brainstorming — IW / CW
Activity 1: Concept Clarification
Instructions: Answer the following questions based on Document 1.
1. What is the Problem Tree Technique?
2. What are its main components?
3. How can it be adapted to vocabulary teaching in English classes?
Material: Document 1
Duration: 30 minutes
Techniques: IW: 10’ — GW: 20’
Activity 2: Stating the Advantages of the Problem Tree
Technique
Task:
Using Document 2, list and explain the advantages of using the Problem
Tree Technique in vocabulary teaching and learning.
Material: Document 2
Duration: 25 minutes
Techniques: IW: 10’ — GW: 15’
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Activity 3: Application
Task:
1. Choose one vocabulary field (e.g., “Environmental Problems,” “Health
Issues,” or “Technology”).
2. Draw and explain a Problem Tree with:
The trunk = the main problem;
The roots = causes of the problem;
The branches = consequences of the problem.
3. Explain how you would use this tree to teach related vocabulary.
Material: Document 3 & 4, professional experience, chart papers,
markers
Duration: 30 minutes
Techniques: IW: 15’ — Plenary: 15’
ANNEXES (DOCUMENTS)
Document 1: What is the Problem Tree Technique?
The Problem Tree Technique is a participatory analytical tool used to
identify the main problem, its causes, and its effects. It is often
represented as a tree:
The trunk represents the core problem;
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The roots represent the causes of the problem;
The branches represent the consequences or effects of the problem.
In the context of English Language Teaching, especially in vocabulary
instruction, the Problem Tree can help learners:
Visualize and organize words or ideas related to a given theme;
Understand how words are linked conceptually;
Develop critical thinking and contextual vocabulary use;
Use newly learned words to describe causes, effects, and solutions.
When applied to vocabulary teaching, this technique turns abstract word
lists into meaningful, connected networks of ideas, thus reinforcing
comprehension and retention.
Source:
UNICEF (2019). Participatory Problem Analysis Tools for Teachers.
British Council (2021). Creative Techniques for Vocabulary Teaching in
ELT.
Document 2: Advantages of Using the Problem Tree
Technique in Vocabulary Teaching
1. Encourages Active Learning: Learners are involved in identifying and
linking vocabulary through discussion and reasoning.
2. Develops Critical Thinking: Learners analyze cause–effect relationships,
promoting deeper understanding.
3. Enhances Vocabulary Retention: Visual and conceptual mapping helps
students remember new words easily.
4. Promotes Collaboration: Students work in groups, exchange ideas, and
negotiate meaning.
5. Integrates Language Skills: Speaking, writing, and reading are
naturally practiced while explaining causes and effects.
6. Makes Learning Contextual: Vocabulary is learned through real-life or
thematic issues (e.g., environment, health, peace).
7. Motivates Learners: The visual and interactive nature of the task makes
learning enjoyable.
Source:
Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in
Language Teaching. Cambridge University Press.
Harmer, J. (2007). The Practice of English Language Teaching. Pearson
Education.
Document 3: How to Use the Problem Tree Technique in
Vocabulary Lessons
Step 1 – Introduce the Theme
Select a relevant theme from the syllabus (e.g., “Drug Abuse,” “Climate
Change”).
Ask learners to brainstorm key words related to the topic.
Step 2 – Identify the Problem (Trunk)
Guide students to define the main problem using one central phrase (e.g.,
“Environmental Pollution”).
Step 3 – Identify Causes (Roots)
Ask learners: “What are the causes of this problem?”
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Elicit vocabulary such as deforestation, waste disposal, overpopulation,
factory emissions, etc.
Step 4 – Identify Effects (Branches)
Ask learners: “What are the consequences of this problem?”
Elicit vocabulary such as climate change, diseases, loss of biodiversity,
floods, droughts, etc.
Step 5 – Display and Discuss the Tree
Students present their Problem Trees orally or visually and use new words
in sentences.
Step 6 – Reinforcement and Evaluation
Assign follow-up activities:
Write a paragraph summarizing the problem, its causes, and effects.
Create a glossary of new words learned during the activity.
Example (Theme: Environmental Pollution)
Trunk: Environmental Pollution
Roots (Causes): Deforestation, Plastic waste, Industrial smoke, Poor
sanitation
Branches (Effects): Global warming, Health problems, Water
contamination, Soil degradation
Source:
British Council (2021). Teaching Vocabulary through Visual Mapping and
Problem Analysis.
UNESCO (2020). Participatory Learning Approaches for Effective Language
Teaching.
Document 4: A sample Lesson Plan Based on the Problem
Tree Technique
Lesson n°12:
Composition: Article for a school magazine
Lead-in
Question:
Have you ever read a school magazine? What topics did it include?
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Picture 1 Picture 2
Pre-writing
Here is a list of topics. Choose a topic and list ideas: causes, effects, and solutions:
- Pollution in the community
- Recycling programs at school
- Tree planting and conservation
- Endangered animals in our country
Use the problem tree below and create your own solution tree.
Presentation
A- Definition:
A school magazine is a publication produced within a school, usually by students and teachers
together. It is meant to showcase the talents, ideas, and achievements of the school
community.
B- Layout
Element Explanation Example
Title / Headline Catchy and short; grabs attention Saving Our Rivers: Everyone
Can Help!
Lead / First paragraph; introduces the main idea Did you know that our local
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Introduction and attracts readers river is full of plastic waste?
Every year, tons of garbage
enter the water, affecting
animals and humans alike.
Body / Main 2–3 paragraphs explaining the topic; Causes: littering, industrial
Points includes causes, effects, examples, waste; Effects: fish die, water
solutions unsafe; Solutions: clean-ups,
awareness campaigns
Quotes / Include quotes from experts, teachers, or “We must protect our river,”
Opinions students says Mr. Kouagou, the science
teacher.
Conclusion / Call Summarize main points and encourage Let’s join the weekend river
to Action action clean-up to make a difference!
By-line The writer’s name/class (optional in By: 2nde C Environmental Club
school magazines).
NB: The by-line in an article may also
appear after the title.
Writing Practice
Activity 1: Drafting an Article
Task: Use your brainstormed ideas to write a first draft (See your problem and solution tree).
Include:
- Title
- Introduction
- 2–3 body paragraphs (causes, effects, solutions)
- Conclusion or call to action
- By-line
Activity 2 : Peer Review
Task: Exchange drafts with a partner.
Check for: clear main idea, correct information, engaging writing and spelling and punctuation
Post-Writing
Activity 3: Presentation & Sharing
- Volunteers read their articles aloud.
Homework
- Class gives positive feedback and suggestions.
Task 1 – Final Draft: Rewrite your school magazine article based on peer and teacher feedback.
Include a catchy title, introduction, body, conclusion and by-line.
Task 2 – Illustration: Draw or include a small picture, chart, or diagram to make your article more
attractive for the magazine.
Source: English Skills Builder 2nde ABCD Vol. 2 by Elie Satingo MIGAN