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.

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 Material: Document 2
Duration: 25 minutes
Techniques: IW: 10’ — GW: 15’

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’

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 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;
 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.

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 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?”
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.

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 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?
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.

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 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 / Introduction First paragraph; introduces the main idea and Did you know that our local river is full
attracts readers of plastic waste? Every year, tons of
garbage enter the water, affecting
animals and humans alike.
Body / Main Points 2–3 paragraphs explaining the topic; includes Causes: littering, industrial waste;
causes, effects, examples, solutions Effects: fish die, water unsafe;
Solutions: clean-ups, awareness
campaigns
Quotes / Opinions Include quotes from experts, teachers, or students “We must protect our river,” says Mr.
Kouagou, the science teacher.

Conclusion / Call to Summarize main points and encourage action Let’s join the weekend river clean-up
Action to make a difference!

By-line The writer’s name/class (optional in school By: 2nde C Environmental Club
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.
- Class gives positive feedback and suggestions.

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Homework

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