The P3C2R+GIRD Paradigm of Creating a Reading Comprehension Lesson for EFL Students: From Conceptual Model to Model Lesson

Abstract

This academic article is aiming at creating a reading comprehension lesson with a new paradigm called the P3C2R+GIRD model developed by a 9-year-experience author in teaching English reading skill who always found that one of the problems of EFL students in learning English language is the lack of reading comprehension which is an important skill in receiving information and the foundation of the other skills. The model is systematically developed into six steps, i.e. 1) providing unknown collocations from the lesson at the first part of the lesson, 2) creating a prediction question to elicit students’ schemata and open their imagination, 3) choosing/creating a realistic story that is currently catching interest or popularity of the world—this story is the model passage of the lesson, 4) constructing questions with the GIRD model consisting of finding gist, drawing inferences, tracing references, and skimming/ scanning for details, 5) rebooting vocabulary and grammar by bringing interesting words from the lesson for creating exercises to activate students’ knowledge of vocabulary and understanding how it works/applies in other contexts, and 6) rechecking students’ reading comprehension by creating another passage that contains some words and collocations they have learnt from the model passage so that a teacher can examine whether students are able to apply what they have just learnt into another context. More interestingly, the last section of this article provides a model lesson developed from the concept of the P3C2R+GIRD model which gives teachers the illuminating insights of designing a reading comprehension lesson.

Keywords: P3C2R+GIRD model, P3C2R+GIRD paradigm, creating a reading comprehension lesson, reading model, teaching reading comprehension