Two Options That Both Look True
Aisha's reading mock has 30 minutes. Results: short texts 12/15 in 8 minutes; the multiple-matching section with four texts and ten questions 4/10 in 16 minutes; she leaves the last three questions blank. In the matching section she reads every text from start to finish, highlights unknown words, and often finds two options that 'could be true'. She changes answers three or four times. She understands most vocabulary but says she 'runs out of time and panics'. Her target is B2; she needs 60% overall, and her last mock was 58%. The matching questions ask 'Which person...' and the texts are opinions about city living. Her teacher suggests doing the matching section first because it 'feels harder'.
1. Diagnose the main cause of Aisha's low matching score and propose a timed procedure for the 10-question section.
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Diagnosis. Aisha's problem is not vocabulary; it is search strategy and decision-making. Reading every text in full and highlighting unknown words uses time without answering 'Which person...'. Two options seem true because she is matching single words, not the whole claim.
Timed procedure for 10 questions.
- 2 minutes: read the 10 questions, underline the key idea in each (e.g., 'recently moved', 'too expensive'), and think of possible synonyms.
- 8–9 minutes: take one text at a time. Read it quickly for the person's opinion, then match any questions that fit. Don't read all four texts before answering.
- Mark confident answers immediately; put a dot beside uncertain ones and move on.
- 2 minutes: return to dotted questions, choose the best fit, and fill every blank.
She should stop highlighting unknown words unless they block the match. The aim is to locate paraphrases, not to understand every word.
2. She often finds two options that seem true. What decision rule should she use, and how should she handle the last three questions if only two minutes remain?
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Decision rule. Choose the option that matches the whole question, including the person and the specific claim. A word that appears in the text is not enough; examiners use paraphrases and same-word traps. If two options seem true, ask: 'Is this true for this person, and does it answer this question?' One may be true in general but not stated by that speaker. Eliminate it and move on.
Last two minutes. With no negative marking, she should never leave blanks. For the last three questions, use the person's name and paragraph position to make the most plausible match; do not reread the whole text. Write an answer for every question, even if uncertain. Then, if time remains, check only the dotted items. This protects her score from panic and ensures the easy marks are secured. She should practise this 'fill everything' rule in timed mocks so it becomes automatic.
3. Her teacher suggests doing the matching section first, before the short texts. Evaluate this advice for Aisha.
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Evaluation. The suggestion is probably wrong for Aisha. Her short-text accuracy is high (12/15) and fast (8 minutes), so doing that section first secures reliable marks and builds confidence. The matching section is her weak area and takes her 16 minutes; starting there risks panic and losing easy points. A better order is: short texts first (about 10 minutes), matching second (12–15 minutes), then check and fill blanks.
Caveat. The order should be tested in two or three timed mocks. If she consistently overshoots on matching and leaves short texts unfinished, the order may need to change. But the principle is to bank high-accuracy, low-time tasks first. The teacher's advice may be based on the idea that matching carries more marks, but with 15 short-text questions versus 10 matching questions, the short texts are the safer investment.