Anglès, PAU 2025 de Catalunya: l’examen extraordinari resolt

L’examen extraordinari d’Anglès de la PAU de Catalunya del 2025, sencer: els tres exercicis tal com van sortir. A la comprensió oral, l’àudio oficial i l’opció correcta de cada pregunta amb la seva explicació; a la lectura, una resposta model de cada pregunta oberta amb el que accepta la pauta; i a la redacció, una redacció model per cada opció, amb els quatre criteris explicats. A l’exercici 3 es triava una de les dues preguntes, la 3.1 o la 3.2: les tens resoltes totes.

Examen (PDF)Pauta de correcció (PDF)Reutilitzat segons l’avís legal de la Generalitat

Explicacions i respostes model d’EducaIA. La pauta del 2025 dona l’opció correcta de les 8 preguntes de la comprensió oral i la transcripció completa de l’àudio, diverses formulacions vàlides de cada pregunta oberta de la lectura i el repartiment dels 4 punts de la redacció en quatre criteris (gramàtica, vocabulari i ortografia, cohesió, adequació i coherència); no dona cap redacció model.

Què hi entrava, en punts

Els punts de cada apartat, sumats pel tema que pregunta. El que es triava dins de l’exercici 3 va a part, ratllat.

Instruccions de l’examen The exam consists of THREE mandatory parts. In the first part, listening comprehension is assessed through 8 multiple choice questions. It is worth 3 points. In the second part, reading comprehension is assessed through 6 open-ended questions. It is worth 3 points. In the third part, written expression is assessed. Here, you may choose ONE of the two given options. It is worth 4 points.

Els exercicis de l’examen

2025Convocatòria extraordinària · Sèrie 3 · Exercici 1Part 1: Listening comprehension, an interview about subtitling as a learning tool

3 puntsCoincideix amb la pautaTemes: Comprensió oral
Enunciat oficial
Enunciat oficialAquest examen només es va publicar en anglès.

SUBTITLING AS A FOREIGN LANGUAGE LEARNING TOOL

In this radio programme you are going to hear a new word. Read and listen to it. Make sure you know what it means.

daunting: aclaparador, -a / abrumador, -a

Ready?
Now read the questions on the following page. Read them carefully before listening to the radio programme.

[Now listen to the interview.]

QUESTIONS

Choose the best answer according to the recording. Only ONE answer is correct.

[3 points: 0.375 points for each correct answer. Wrong answers will be penalized by deducting 0.125 points. There is no penalty for unanswered questions.]

1.1 What was the aim of the “School in Town” project?

[0.375 points]

1.2 Why did Margarita focus on German instead of English?

[0.375 points]

1.3 How did Margarita initially engage students with the video?

[0.375 points]

1.4 What strategy did Margarita use to help students given their low German proficiency?

[0.375 points]

1.5 What was the main purpose of underlining certain phrases in the subtitles?

[0.375 points]

1.6 How did the students react when they saw their names in the credits?

[0.375 points]

1.7 According to Margarita, why are audiovisual materials attractive for students?

[0.375 points]

1.8 What does Margarita hope students share with their parents?

[0.375 points]

Àudio oficial

Àudio oficial de la comprensió oral: Generalitat de Catalunya, Eureka, biblioteca digital (registre 811). Llicència CC BY-NC-SA 4.0. Registre a Eureka

Tria la teva opció i obre la resposta per comparar-la.

1.10,375 punts

  1. a) To show students how the town provides unexpected learning opportunities.
  2. b) To help students improve their German while doing activities in town.
  3. c) To give students a taste of university life.
  4. d) To encourage students to do cultural activities.
  1. a) Descartada

    No es diu a l’entrevista: el projecte porta les escoles a tallers a «universities, museums and all kinds of cultural places», no a descobrir aprenentatges inesperats a la ciutat.

  2. b) Descartada

    L’objectiu que dona sobre l’alemany és un altre: «to get them interested in German as a foreign language», és a dir, despertar l’interès, no millorar-ne el nivell.

  3. c) Correcta

    Margarita explica que el projecte volia que els alumnes de diferents escoles veiessin com és la universitat: «to show them how it feels to be at university and what we do». És la tercera opció.

  4. d) Descartada

    És la idea general del projecte, portar les escoles a tallers a «universities, museums and all kinds of cultural places», però en el taller de què parla Margarita el fi era un altre: «to show them how it feels to be at university».

1.20,375 punts

  1. a) Germany is geographically closer to Poland than the UK.
  2. b) Polish students are not as exposed to German as they are to English.
  3. c) Students are not aware that German translation is closer to Polish than to English.
  4. d) Schools provide better resources for learning English.
  1. a) Descartada

    No es diu a l’entrevista: no compara distàncies entre Alemanya, el Regne Unit i Polònia.

  2. b) Correcta

    Margarita diu que els alumnes volen aprendre anglès perquè «they listen to English music and watch English YouTubers», i que amb l’alemany «It’s not that easy». És la segona opció.

  3. c) Descartada

    No es diu a l’entrevista: no compara l’alemany i l’anglès amb el polonès ni diu quin dels dos s’hi assembla més.

  4. d) Descartada

    No es diu a l’entrevista: no parla dels recursos de les escoles; els motius que dona són la motivació i el que els alumnes veuen i escolten fora de classe.

1.30,375 punts

  1. a) By showing the technical aspects of subtitling immediately.
  2. b) By providing them with the subtitles in both German and Polish.
  3. c) By asking them to analyze the protagonists and the overall mood.
  4. d) By translating the first part of the video for them.
  1. a) Descartada

    És al revés: primer veuen el vídeo i contesten preguntes, i «After that, we started working on subtitles».

  2. b) Descartada

    Els únics subtítols que els dona són en alemany, «I provided them with German subtitles that I prepared»; els equivalents en polonès els busquen ells.

  3. c) Correcta

    Margarita explica que, després de veure el vídeo, «I asked them questions about who they thought the good and the bad characters in this film were, the general atmosphere». És la tercera opció.

  4. d) Descartada

    No és el que explica: diu que la idea era que traduïssin ells, «the idea was for them to translate something without really knowing the language that well».

1.40,375 punts

  1. a) She provided a list of common German phrases which appeared underlined.
  2. b) She placed them in teams to work on different scenes.
  3. c) She asked them very easy questions in German, so they felt immediately confident.
  4. d) She selected a short video with simple dialogue and underlined the difficult parts.
  1. a) Descartada

    No es diu a l’entrevista: no dona una llista de frases comunes; el que subratlla en els subtítols que prepara són «some of the phrases that they should look up as a unit».

  2. b) Correcta

    Margarita diu que va dividir la classe en grups perquè el seu nivell d’alemany era massa baix: «I divided them into a couple of groups because their level of German was too low for individual work», i cada grup va treballar una escena. És la segona opció.

  3. c) Descartada

    Les preguntes que fa són sobre els personatges i l’ambient, i no diu que fossin molt fàcils ni en alemany; la confiança de la classe ve del fet que «they were able to answer all the questions».

  4. d) Descartada

    No diu que el diàleg fos senzill: només que va triar «a German video that I thought would be manageable for them to subtitle», i el que subratlla són expressions fetes per buscar-les senceres.

1.50,375 punts

  1. a) To encourage students to translate individual words.
  2. b) To emphasize the importance of context in translation.
  3. c) To make the subtitles easier to read.
  4. d) To provide examples of Polish idioms.
  1. a) Descartada

    És el contrari: els anima a «not to go word-for-word».

  2. b) Correcta

    Margarita explica que subratlla frases perquè els alumnes no vagin paraula per paraula i vegin les idees senceres: «not just translating each word, but an idea», és a dir, traduir tenint en compte el context. És la segona opció.

  3. c) Descartada

    No es diu a l’entrevista: no parla del fet que els subtítols es llegeixin millor; subratlla frases que els alumnes «should look up as a unit», és a dir, buscar senceres.

  4. d) Descartada

    Les expressions subratllades són frases fetes dels subtítols en alemany, per a les quals han de «come up with Polish equivalents»; no es donen exemples de modismes polonesos.

1.60,375 punts

  1. a) They felt satisfied and excited.
  2. b) They couldn’t believe their eyes.
  3. c) They felt anxious and uneasy.
  4. d) They boasted about their work.
  1. a) Correcta

    Margarita explica que, en veure els seus noms als crèdits, «they started cheering»: es van alegrar i es van emocionar. És la primera opció.

  2. b) Descartada

    No es diu a l’entrevista: no parla d’incredulitat, sinó que ho van celebrar.

  3. c) Descartada

    Diu el contrari: reaccionen amb alegria, no amb ansietat ni incomoditat.

  4. d) Descartada

    No es diu a l’entrevista que presumissin de la feina: allò de «a really good job» és l’opinió de Margarita, no una reacció dels alumnes.

1.70,375 punts

  1. a) They help students interact with other people.
  2. b) They are familiar with this kind of content.
  3. c) They provide a relaxed learning environment.
  4. d) They offer more learning opportunities than traditional materials.
  1. a) Descartada

    Allò d’interactiu es refereix al contingut que els alumnes poden crear («any kind of content that is interactive»), no al fet que interactuïn amb altres persones.

  2. b) Correcta

    Margarita diu que als alumnes els agraden els materials audiovisuals perquè els coneixen bé: «they are on TikTok all the time». És la segona opció.

  3. c) Descartada

    No es diu a l’entrevista: la classe va ser agradable perquè hi havia «an immediate result to what they were doing», però no ho dona com a motiu de l’atractiu dels materials audiovisuals.

  4. d) Descartada

    No els compara: diu que no veu «any disadvantage to using traditional materials at school».

1.80,375 punts

  1. a) That subtitling in German can be as fun as in English but you also need technical skills.
  2. b) The importance of being able to translate and convey ideas in multiple languages.
  3. c) That subtitling involves translating concepts and that it is enjoyable.
  4. d) That learning unfamiliar foreign languages such as German is easier through subtitles.
  1. a) Descartada

    No es diu a l’entrevista: entre les dues coses que vol que expliquin no hi ha comparar-ho amb l’anglès ni que calguin habilitats tècniques.

  2. b) Descartada

    No es diu a l’entrevista: no parla de traduir a diversos idiomes; els seus dos missatges són uns altres.

  3. c) Correcta

    Margarita espera que expliquin dues coses: que «they had fun subtitling and translating from German» i que «subtitling is not just translating words, but ideas». És la tercera opció.

  4. d) Descartada

    No es diu a l’entrevista: no afirma que els subtítols facilitin aprendre idiomes desconeguts.

Transcripció oficial de l’àudio

Interviewer (I): Here we are with Margarita Pavlova, an audiovisual translator who works from English and German into Polish. Margarita managed to use subtitling to inspire interest in audiovisual translation among young students, while fostering motivation for language learning. Margarita, I know you held an audiovisual translation workshop a few years back with a bit of a difference. Tell us a bit more about it.

Margarita (M): Yes. It was part of a bigger educational and cultural project called ‘School in Town’. The idea was to get schools to attend different workshops at universities, museums and all kinds of cultural places. We welcomed students from different schools to show them how it feels to be at university and what we do. The idea was also to get them interested in German as a foreign language.

I: German! How come?

M: In Poland, all students start by learning English as a first foreign language when they are rather young and later, they are required to learn another foreign language – German in most cases. There isn’t the same level of motivation to learn German as to learn English or Polish. Students want to learn English, because they watch English shows, they listen to English music and watch English YouTubers. It’s not that easy with German, so most students struggle with it. So, the idea of the workshop was also to show them that German can be fun as well.

I: I see, so what did you do to engage these students?

M: Well, I picked a German video that I thought would be manageable for them to subtitle. They were beginners, so the idea was for them to translate something without really knowing the language that well. First, we watched the video in German with no subtitles. Then I asked them questions about who they thought the good and the bad characters in this film were, the general atmosphere... This was something that shows how we deal with audiovisual translation. We just don’t focus on the dialogues – we also need to focus on the music, on everything that is happening on the screen and in the background.

I: Given their low German level, wasn’t that too daunting a task?

M: They were surprised to see that they were able to answer all the questions, so they were already feeling a bit more confident. After that, we started working on subtitles. I think the video was about 10 minutes long, and so I divided them into a couple of groups because their level of German was too low for individual work. Everyone was working on one scene. The technical part was done to save time, they were typing the translation into the software so they could see it on the screen.

I: So the students didn’t actually translate the text...

M: I provided them with German subtitles that I prepared. I tried to underline some of the phrases that they should look up as a unit, encouraging them not to go word-for-word, but to see the dialogues as a bigger units. For example, if they came across idiomatic phrases, then I underlined them so that they knew that they had to look them up as entire phrases, and then come up with Polish equivalents. This is what audiovisual translation is all about: not just translating each word, but an idea, so it is a little more complex.

I: What was the atmosphere in class like?

M: Oh, it was cool as there was an immediate result to what they were doing. What I didn’t tell them was that I was going to add translator credits so that all of their names were listed on the final version. At the end of the workshop, I glued the translations done by different groups together, and we watched the clip one more time with their subtitles. They felt they could understand the entire film now because there were subtitles, and at the end, when they saw their names, they started cheering!

I: Cool! How do you think their attitude towards subtitling and learning German changed?

M: If I had asked them before the workshop if they were able to translate from German, they would have said “No way”, and at the end it turned out that not only did they do it, but they also did a really good job. I don’t think there is any disadvantage to using traditional materials at school, yet we have to understand that students like audiovisual materials – they are on TikTok all the time. They not only watch it, but they also create stuff. We can see the educational profits, and they can use it as a skill for whatever they want. It doesn’t have to be audiovisual translation, but any kind of content that is interactive.

I: One last question. If each one of them went home and started a discussion with their parents after your workshop, what one thing that they learned about subtitling that day would you have liked them to discuss?

M: I would love for them to say two things. First, that they had fun subtitling and translating from German. This is something that parents would never ever have heard of in the context of German learning. And finally, that subtitling is not just translating words, but ideas. If they can explain this to their parents, then that would mean that the workshop was successful.

I: Thank you, Margarita, for talking about your experience, which we hope is inspiring to many others.

M: My pleasure.

Adapted from https://subcomm.co.uk/research/an-interview-with-kwiryna-proczkowska-subtitling-as-a-learning-tool/

Enunciat: Generalitat de Catalunya, Consell Interuniversitari de Catalunya, Oficina d’Accés a la Universitat. PAU d’Anglès 2025, convocatòria extraordinària. La imatge és l’examen oficial tal qual i el text el reprodueix; les explicacions i les respostes model són d’EducaIA. Consultat el 7 de novembre de 2026; el document no declara data d’última actualització.

Examen (PDF)Pauta de correcció (PDF)Reutilitzat segons l’avís legal de la Generalitat

2025Convocatòria extraordinària · Sèrie 3 · Exercici 2Part 2: Reading comprehension, work-life balance for small business owners

3 puntsDona les idees que demana la pautaTemes: Comprensió escrita amb preguntes obertes
Enunciat oficial
Enunciat oficialAquest examen només es va publicar en anglès.

GIVE YOURSELF A BREAK: WHY SMALL BUSINESS OWNERS NEED TO REGAIN A SENSE OF BALANCE

If we are honest, most of us could use a little more balance at some points in our busy lives. Getting the right mix between work and leisure time can have benefits for our physical and mental health. It can also improve the performance of a business, research has suggested. The pandemic saw the biggest change in working patterns for decades, perhaps centuries. There [5] was a surge in home working and flexible, “hybrid” working, blending work in the office with remote work. But despite this increased flexibility, work-life balance is far from standard. This is especially true among small business owners, who often feel compelled to check emails outside traditional work hours or work over the weekend.

Given the fact that small and medium-sized businesses (SMEs) account for 99 % of all UK [10] businesses, that’s a lot of people who aren’t switching off when perhaps they should. However, there is some encouraging news here. According to a recent survey of UK small business leaders by American Express, there is certainly a widespread understanding of the importance of work-life balance and a desire to improve it. The research is based on responses from 500 business leaders in companies with fewer than 50 employees. Eight in 10 of the executives agree that [15] regular time off from work is important to their wellbeing. However, there is often a gap between intention and action, the research found. Almost half of those surveyed admit to feeling guilty about not spending enough time with family or friends. And one-third say that they stopped their hobbies altogether when they started running their own business. While small business owners recognise the importance of frequent breaks in improving their work-life balance and the [20] success of their business, many of them struggle to find room for downtime.

Someone who is well aware of this pressure is Michelle Ovens, director of Small Business Saturday UK, a campaign to celebrate small business success and encourage consumers to “shop local” to support businesses in their communities. People often start a business because they want more freedom and flexibility, she says, but that freedom can be reduced by them trying to [25] do everything in the business and running out of time in the day and gas in the tank.

There’s no one-size-fits-all approach to a good work-life blend. Some may need to spend more time supporting elderly parents or young children, for example. Others may want more time for hobbies. There are also benefits for the business itself. The American Express survey found that almost eight in 10 respondents agree that regular breaks are important to being a [30] good leader and more than half think they and their business would benefit from them spending more time away from the workplace. Time away, especially travelling abroad or getting a change of scenery, can even offer new and different perspectives that entrepreneurs can bring back to their businesses. Tips for improving your work-life balance? Set firm boundaries between work and leisure time; for yourself, colleagues, suppliers and customers. Also, book time off work to [35] recharge your batteries and reduce the risk of “burnout”.

Ultimately, however, what constitutes the right work-life balance will vary over time and be different for each small business owner. There isn’t a magic formula and therefore we shouldn’t be too hard on ourselves if our messy lives fall short of our ideals. Balance in life is a constant work in progress. It might mean work sometimes; sometimes it might mean sport, or family, or [40] community, or rest. The key thing is to give yourself a break—we are all a work in progress here.

Text adapted from an article by Nick Huber. The Guardian [online] (September 19, 2023)

surge: augment / aumento
compelled: obligat / obligado
struggle: lluitar, esforçar-se / luchar, esforzarse
downtime: temps per a desconnectar / tiempo para desconectar
supplier: proveïdor / proveedor

QUESTIONS

Answer the questions below using complete sentences. You may use fragments from the text unless specified not to do so.

[3 points: 0.5 points for each correct answer. Up to 0.3 points might be deducted from the total mark for lack of intelligibility in the answers provided.]

2.1 Using information from the first paragraph, complete the following sentence IN YOUR OWN WORDS. You can keep the word business.
Balancing work and leisure time...

[0.5 points]

2.2 Why does the author say there is a gap between intention and action?

[0.5 points]

2.3 What seems to be the paradox in setting up one’s own business?

[0.5 points]

2.4 Find a sentence in the text that means the following: “Everyone has their own way of finding how to balance work and personal life.”

[0.5 points]

2.5 How can businesses benefit from leaders spending time away from work?

[0.5 points]

2.6 Explain the message in the last paragraph of the article IN YOUR OWN WORDS.

[0.5 points]

Escriu la teva resposta i compara-la amb la de la pauta: marca el que tenia la teva.

2.10,5 punts

La resposta model

Balancing work and leisure time brings real advantages for people’s health and can even lead a business to do better.

El que puntua la pauta

0,5 punts: la pauta en demana una de les idees següents.

Amb les regles de la pauta. Si una idea hi és, ho decideixes tu; si la tens a mitges, el tribunal en pot donar una part.

Cal completar la frase començant per «Balancing work and leisure time» i amb les teves paraules (pots mantenir business). Serveix qualsevol de les dues idees del primer paràgraf: el que aporta aquest equilibri, o que és poc habitual, sobretot entre qui porta un petit negoci.

La pauta accepta, en anglès i literal:

  • Balancing work and leisure time...can benefit our body and our mind and make our business more successful.
  • Balancing work and leisure time...is not the norm, particularly in small businesses, where the owners often work extra hours or at weekends.

2.20,5 punts

La resposta model

The author says there is a gap because many small business owners know that regular time off is good for them, but in practice they find it very hard to make time to rest.

El que puntua la pauta

0,5 punts. La pauta no reparteix idea per idea els punts del contingut d’aquest apartat.

Busca al segon paràgraf el que els empresaris reconeixen («recognise the importance of frequent breaks») i el que els passa després a la pràctica. Pots copiar fragments del text, però la resposta ha de ser una frase completa amb les dues parts.

La pauta accepta, en anglès i literal:

  • There is a gap between intention and action because small business owners recognise the importance of frequent breaks in improving their work-life balance but many of them struggle to find room for downtime.

2.30,5 punts

La resposta model

People often start their own company to gain freedom, but if they try to do everything themselves, they run out of time and lose the very freedom they were looking for.

El que puntua la pauta

0,5 punts. La pauta no reparteix idea per idea els punts del contingut d’aquest apartat.

Una paradoxa és una cosa que sembla contradictòria. Llegeix el tercer paràgraf: el que molta gent busca en muntar un negoci («they want more freedom and flexibility») i el que acaba passant és el contrari. Pots fer servir les teves paraules o fragments del text.

La pauta accepta, en anglès i literal:

  • The freedom and flexibility that starting a business might give you can be reduced if you try to do everything in the business, and then you might run out of time in the day and gas in the tank.

2.40,5 punts

La resposta model

There’s no one-size-fits-all approach to a good work-life blend.

El que puntua la pauta

0,5 punts: la pauta en demana una de les idees següents.

Amb les regles de la pauta. Si una idea hi és, ho decideixes tu; si la tens a mitges, el tribunal en pot donar una part.

Es demana una frase del text, no una explicació: copia-la tal qual, sense canviar-la. Busca la que diu que cada persona té la seva manera de trobar l’equilibri; n’hi ha una al quart paràgraf (línia 26) i una altra a l’últim (línies 36-37), i en tens prou amb una.

La pauta accepta, en anglès i literal:

  • There’s no one-size-fits-all approach to a good work-life blend (line 26)
  • ...what constitutes the right work-life balance will vary over time and be different for each small business owner (lines 36-37)

2.50,5 punts

La resposta model

Taking a break to travel or change scenery can give leaders fresh ideas, and their companies profit when they return.

El que puntua la pauta

0,5 punts. La pauta no reparteix idea per idea els punts del contingut d’aquest apartat.

És al quart paràgraf, a la frase que parla de «Time away, especially travelling abroad or getting a change of scenery». Pots copiar fragments del text, però la teva resposta ha de ser una frase completa que digui què aporta a l’empresa que els seus líders es prenguin temps fora.

La pauta accepta, en anglès i literal:

  • If leaders spend time away from work, they can come back with new and different perspectives that they can bring back to their businesses.

2.60,5 punts

La resposta model

The ideal balance of work and personal life is not fixed. It changes with time and from one person to another, so we should be kind to ourselves when life does not match our ideals.

El que puntua la pauta

0,5 punts. La pauta no reparteix idea per idea els punts del contingut d’aquest apartat.

Demana les teves paraules i el missatge de l’últim paràgraf, no un resum de tot l’article. Ha de recollir que l’equilibri adequat canvia segons el moment i la persona, i que no cal ser massa exigent amb un mateix («we shouldn’t be too hard on ourselves»). No copiïs frases del text.

La pauta accepta, en anglès i literal:

  • The right work-life balance is dynamic/variable, flexible, different for each of us and should be realistic.

Enunciat: Generalitat de Catalunya, Consell Interuniversitari de Catalunya, Oficina d’Accés a la Universitat. PAU d’Anglès 2025, convocatòria extraordinària. La imatge és l’examen oficial tal qual i el text el reprodueix; les explicacions i les respostes model són d’EducaIA. Consultat el 7 de novembre de 2026; el document no declara data d’última actualització.

Examen (PDF)Pauta de correcció (PDF)Reutilitzat segons l’avís legal de la Generalitat

2025Convocatòria extraordinària · Sèrie 3 · Exercici 3Part 3: Writing

4 puntsUna redacció model d’EducaIA: la pauta no en dona capTemes: Ressenya, descripció, blog i altres textos
Enunciat oficial
Enunciat oficialAquest examen només es va publicar en anglès.

Choose ONE topic. Your answer should be 125-150 words in length. There is no specific penalty for exceeding 150 words in length.

[4 points: 1 point for grammar, 1 point for vocabulary and spelling, 1 point for cohesion and 1 point for adequacy and coherence.]

3.1 Turning 18 entails making many decisions in life, such as deciding who to vote for, choosing your future education or looking for a job to pay for your education, among many others. Write an email to a friend or family member reflecting on your latest life-changing decisions, including your plans or goals. It could be related to career aspirations, travel plans, or personal development. Share your thoughts with this person and finish by asking for their input or experiences.

[4 points]

3.2 As part of a project on housing, your school has invited a group of interior designers and architects. They are interested in how spaces influence emotions and wellbeing. They say home is where your heart is and a place where you feel most comfortable and at peace. Write a description of this place that is home to you. It could be a physical location, like your childhood bedroom, a favorite park, a family gathering spot, or even a corner of a cafe. Use vivid sensory details (sights, sounds, smells, textures, and tastes) to help the designers experience the place as you do.

[4 points]

Escriu la teva redacció, compara-la amb la redacció model i marca els criteris que compleix.

3.14 punts

La resposta model

Hi Marta,

How are you? I wanted to tell you about some big decisions I have made since I turned eighteen.

First of all, I have decided to study nursing at university. I used to doubt myself, but volunteering at the local hospital last summer showed me that I enjoy helping people. I am also going to look for a part-time job at weekends, so that I can pay for my books and feel more independent.

My main goal is to spend a semester abroad in my third year. It would be a great chance to improve my English and meet new people, although I know it will not be easy to leave home.

What do you think about my plans? You studied in Italy, so I would love to hear about your experience and any advice you have.

Write soon!

Love, Laia

El que puntua la pauta

Cada criteri val 1 punt.

Un punt per criteri. Si el teu text el compleix, ho decideixes tu.

Què mira cada criteri en aquesta redacció

  • Grammar Mira que les frases siguin correctes i que es combinin temps i estructures. Aquí hi ha present perfecte («I have decided to study nursing at university»), l’estructura used to («I used to doubt myself») i un futur amb going to («I am also going to look for a part-time job at weekends»).
  • Vocabulary and spelling Mira que el vocabulari sigui natural per a un correu a una amiga i propi del tema (estudis i plans), i que l’ortografia sigui correcta. Per exemple, «volunteering at the local hospital last summer» i «spend a semester abroad in my third year».
  • Cohesion Mira que les idees s’enllacin i que cada paràgraf tracti un tema: la decisió d’estudis i feina, la meta d’estudiar fora i la petició final. Aquí, «First of all, I have decided» ordena els plans i «although I know it will not be easy to leave home» matisa la meta.
  • Adequacy and coherence Mira que el text compleixi la consigna: un correu a una amiga amb salutació i comiat propers, les decisions recents, els plans i una petició d’opinió al final. Hi és tot: la decisió («I have decided to study nursing at university»), la meta («My main goal is to spend a semester abroad») i la pregunta («What do you think about my plans?»).

3.24 punts

La resposta model

The place where I feel most at home is the small kitchen in my grandmother’s flat.

On winter mornings the first thing that greets me is the smell of toasted bread and strong coffee. The room is narrow and bright, with a wooden table covered by a faded yellow cloth, and the sunlight falls across it through the window above the sink. The tiles are cold under my bare feet, but the old stove makes the air warm and soft.

I can hear my grandmother humming while the kettle starts to whistle, and the pipes knock softly inside the wall like an old friend. Everything tastes of butter, orange marmalade and a little cinnamon from her homemade cakes.

I could sit there for hours with my hands around a warm mug. Nowhere else makes me feel so calm and so completely myself.

El que puntua la pauta

Cada criteri val 1 punt.

Un punt per criteri. Si el teu text el compleix, ho decideixes tu.

Què mira cada criteri en aquesta redacció

  • Grammar Mira que les frases siguin correctes i variades. Aquí hi ha present simple per descriure («The room is narrow and bright»), una temporal («while the kettle starts to whistle») i un contrast amb but: «The tiles are cold under my bare feet, but the old stove makes the air warm and soft».
  • Vocabulary and spelling Mira que el vocabulari sigui precís i apel·li als sentits, com demana la consigna: l’olfacte («the smell of toasted bread and strong coffee»), el tacte («cold under my bare feet»), l’oïda («the pipes knock softly inside the wall») i el gust («a little cinnamon from her homemade cakes»).
  • Cohesion Mira que el text avanci amb ordre i que cada paràgraf tingui un focus: l’aspecte del lloc, els sons i sabors, i el que sent qui escriu. Aquí, «On winter mornings the first thing that greets me» obre l’escena i «I could sit there for hours with my hands around a warm mug» la tanca.
  • Adequacy and coherence Mira que el text compleixi la consigna: la descripció d’un lloc que és la llar de qui escriu, amb detalls sensorials. El lloc es presenta al principi («the small kitchen in my grandmother’s flat») i el final diu què sent qui el descriu: «Nowhere else makes me feel so calm and so completely myself».

Enunciat: Generalitat de Catalunya, Consell Interuniversitari de Catalunya, Oficina d’Accés a la Universitat. PAU d’Anglès 2025, convocatòria extraordinària. La imatge és l’examen oficial tal qual i el text el reprodueix; les explicacions i les respostes model són d’EducaIA. Consultat el 7 de novembre de 2026; el document no declara data d’última actualització.

Examen (PDF)Pauta de correcció (PDF)Reutilitzat segons l’avís legal de la Generalitat

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Com era l’examen extraordinari d’Anglès del 2025?

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