Comprensión oral: ejercicios de la PAU de Inglés resueltos

Las 120 preguntas de comprensión oral de la PAU de Inglés de Cataluña de 2022 a 2026: el enunciado del examen, el audio oficial, la opción correcta de cada pregunta y por qué lo es y por qué fallan las otras. La transcripción oficial va plegada bajo las preguntas.

Explicaciones y respuestas modelo de EducaIA. La pauta oficial da la opción correcta de cada pregunta y la transcripción completa del audio.

Exámenes enteros con este tema:2026 · junio · serie 12026 · junio · serie 52026 · extraordinaria2025 · junio · serie 12025 · junio · serie 42025 · extraordinaria2024 · junio · serie 12024 · junio · serie 52024 · extraordinaria2023 · junio · serie 12023 · junio · serie 52023 · extraordinaria2022 · junio · serie 22022 · junio · serie 52022 · extraordinaria

Lo que más se ha repetido en los exámenes

Los tipos de apartado que más se han repetido en este tema, cómo se resuelven y en cuántos de los 15 exámenes con ejercicios de este tema (2022–2026) han salido. Es lo que ha pasado, no una predicción. Desde 2025 el examen sigue el nuevo modelo de la PAU: entre paréntesis, el recuento de esos años.

En 15 de 15 exámenes (6 de 6 desde 2025)

  1. Lee las ocho preguntas y sus opciones antes de que empiece el audio, y subraya la palabra que dice qué te piden: motivo, lugar, momento, cantidad. En 2025 (ordinaria, serie 1), «Why is Uluru red?» pide un motivo, y «When is the worst time to visit Uluru?», un momento.

  2. Las preguntas suelen seguir el orden del audio. Cuando oigas el dato, marca la opción en el momento y pasa a la siguiente: no te quedes dándole vueltas, porque te pierdes lo que viene.

  3. Las opciones suelen reformular lo que se dice, no repetirlo palabra por palabra. Si una opción copia una frase del audio pero responde a otra cosa que la pregunta, es un señuelo: comprueba que contesta lo que se pregunta (el porqué, no el qué).

En 11 de 15 exámenes (4 de 6 desde 2025)

  1. Lee el principio de la frase y las cuatro terminaciones antes del audio. En 2026 (ordinaria, serie 1), «Gotcha finds it difficult to change her environmental habits because» se completa con una razón, así que busca un «porque» en lo que se dice.

  2. Prueba cada terminación pegada al principio y descarta las que no dicen lo que dice el audio, aunque suenen a algo que has oído.

  3. Si dudas entre dos, quédate con la que dice lo mismo que el audio con otras palabras, y no con la que añade un detalle que el audio no menciona.

En 8 de 15 exámenes (1 de 6 desde 2025)

  1. Fíjate en la palabra en mayúsculas: TRUE, FALSE o NOT cambian lo que buscas. En 2024 (ordinaria, serie 1), «In which of the following restaurants has Michael Smith NOT worked?» pide la que no aparece, y tres de las cuatro sí.

  2. Mientras escuchas, ve tachando las opciones que oyes confirmadas o desmentidas. Con «NOT true» o «FALSE», la correcta es la que el audio desmiente o no sostiene, aunque hable de algo que sí se menciona; con «NOT mentioned», la que no sale en ningún momento.

  3. Una opción puede ser verdad en la vida real y no ser lo que dice el audio. Responde solo con lo que se dice en el audio.

En 4 de 15 exámenes (1 de 6 desde 2025)

  1. Estas preguntas han sido de las últimas, la 1.7 o la 1.8 (la 1.8 en 2024 extraordinaria: «Which of the following best summarizes Tokimonsta’s view of music after her recovery?»), y no se responden con una frase suelta, sino con lo que has oído en toda la entrevista.

  2. Mientras escuchas, apunta una palabra por cada tema o postura (por ejemplo «cambio», «esfuerzo»). Al final, la opción que reúne lo que has apuntado es la buena.

  3. En una pregunta de tono (2025, ordinaria, serie 4: «Which option best describes the overall tone of the dialogue…?», con opciones como «Optimistic and hopeful» o «Pessimistic and resigned»), mira si el audio sostiene cada tono: ahí Jordan Scala habla de soluciones, así que se descartan «Pessimistic and resigned» y «Alarmist and fearful».

Los ejercicios, del más reciente al más antiguo

2026Convocatoria ordinaria · Serie 1 · Ejercicio 1Part 1: Listening comprehension, an interview with the musician Gotcha

3 puntosCoincide con la pauta
Enunciado oficial
Enunciado oficialEste examen solo se publicó en inglés.

AN INTERVIEW WITH GOTCHA, THE MUSICAL FORCE

In this podcast you are going to hear some new words. Read and listen to them. Make sure you know what they mean.

to quote: citar textualment / citar textualmente
prone: propens / propenso
bouts: períodes / períodos
harp: arpa

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

[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 When Gotcha explains what inspired “Turning a Blind Eye”, what does she say is behind the feeling of defeat?

[0.375 points]

1.2 Gotcha finds it difficult to change her environmental habits because

[0.375 points]

1.3 How does Gotcha describe the way she sees the future?

[0.375 points]

1.4 What does touring make Gotcha aware of?

[0.375 points]

1.5 How does Gotcha feel about her growing success?

[0.375 points]

1.6 What challenges does Gotcha mention regarding communication on social media as her audience grows?

[0.375 points]

1.7 What happens when Gotcha records an acoustic instrument note by note?

[0.375 points]

1.8 Gotcha enjoys experimenting with unusual objects to create sounds because

[0.375 points]

Audio oficial

Audio oficial de la comprensión oral: Generalitat de Catalunya, Eureka, biblioteca digital (registro 994). Licencia CC BY-NC-SA 4.0. Registro en Eureka

Elige tu opción y abre la respuesta para compararla.

1.10,375 puntos

  1. a) The pressure of competing with other contemporary Australian musicians.
  2. b) Her inability to adapt to present-day Australian lifestyle.
  3. c) Her awareness of how everyday habits lead to overconsumption.
  4. d) A disappointment about how little artists care about technology.
  1. a) Descartada

    No se dice en la entrevista: la cantante no habla de competir con otros músicos.

  2. b) Descartada

    La canción no va de eso: dice que «it's not specifically about living in contemporary Australia».

  3. c) Correcta

    La cantante explica de dónde sale la canción: se siente derrotada por lo que gastan sus propios hábitos cotidianos. Lo dice así: «maybe a bit more aware than some people, in terms of how things I do in my regular life», y habla de «use, maybe overuse of resources». Es la tercera opción.

  4. d) Descartada

    No se dice en la entrevista: habla de su propio uso de tecnología desechable para hacer música, no de que a los artistas les dé igual la tecnología.

1.20,375 puntos

  1. a) it’s hard to know what really helps.
  2. b) there is too much information, she feels overwhelmed.
  3. c) she thinks no one else is making an effort.
  4. d) it’s difficult to change long-established habits.
  1. a) Correcta

    La cantante duda de la información que encuentra y concluye que no sabe qué cambios sirven: «it’s incredibly hard to find a clear basis for making informed judgments or decisions». Poco después añade: «It’s hard to feel like anything I do makes a difference». Es la primera opción.

  2. b) Descartada

    Habla de la fiabilidad de la información disponible («I feel very conflicted about the reliability of the information available»), no de que haya demasiada ni de que se sienta abrumada.

  3. c) Descartada

    No se dice en la entrevista: no compara su esfuerzo con el de los demás.

  4. d) Descartada

    No se dice en la entrevista que le cueste cambiar hábitos arraigados; lo que le cuesta es saber qué cambios sirven de algo.

1.30,375 puntos

  1. a) She is idealistic most of the time, so her songs are optimistic despite her negative thoughts.
  2. b) She alternates idealism and deep pessimism about the future, which is reflected in her songs.
  3. c) She feels the world is as pessimistic as she is, though some people do want to change the world.
  4. d) She is indifferent about the future, so her songs are never influenced by her emotions.
  1. a) Descartada

    Dice lo contrario: la letra de «Turning a Blind Eye» nace de sus momentos de pesimismo, no de un optimismo que contradiga sus pensamientos negativos.

  2. b) Correcta

    La cantante se describe como idealista con épocas de pesimismo: «I think I'm an idealist a lot of the time, but often prone to bouts of very depressive cycles of thought and pessimism», y esos momentos inspiran la letra: «It's those moments when I feel like that really prompted the lyrics». Es la segunda opción.

  3. c) Descartada

    No se dice en la entrevista: la cantante habla de sí misma y no afirma que el mundo sea igual de pesimista.

  4. d) Descartada

    Dice lo contrario: ella misma habla de «bouts of very depressive cycles of thought and pessimism», así que no es indiferente, y esos momentos inspiran la letra.

1.40,375 puntos

  1. a) The contrast between her environmentally friendly lifestyle and that of other musicians.
  2. b) How travelling constantly increases her environmental impact.
  3. c) How certain hotels contribute to the overall carbon footprint.
  4. d) How each culture approaches environmental problems differently.
  1. a) Descartada

    Solo compara cuánto viaja («some artists do it more than I do»); no dice que su estilo de vida sea más ecológico que el de otros músicos.

  2. b) Correcta

    Al hablar de las giras, la cantante reconoce: «I'm probably more in touch with the reality of having an ever-increasing carbon footprint», porque una gira supone «a lot of airports, hotel rooms, cars, buses». Es la segunda opción.

  3. c) Descartada

    No se dice en la entrevista: los hoteles solo aparecen en la lista de lugares por los que pasa una gira («hotel rooms»).

  4. d) Descartada

    El entrevistador menciona las culturas en su pregunta, pero la cantante no responde sobre eso: habla de su huella de carbono.

1.50,375 puntos

  1. a) She thinks success always brings joy to anyone.
  2. b) She fears larger projects will feel less meaningful to her.
  3. c) She is afraid that fans will expect her to keep things as personal as they have been so far.
  4. d) She believes enjoying fame will fix her environmental worries.
  1. a) Descartada

    No lo dice: cita lo que le dice la gente («I must be so overjoyed and amazed by the success») y responde con una preocupación («part of what makes me worry»).

  2. b) Correcta

    La cantante teme que el éxito haga las cosas menos personales: «the bigger things get, the less likely they are to stay sustainable or be personal». Es la segunda opción, la que recoge ese temor a que lo grande deje de ser personal.

  3. c) Descartada

    No se dice en la entrevista: ella teme que las cosas pierdan lo personal, no habla de lo que esperen los fans.

  4. d) Descartada

    No se dice en la entrevista: la fama no aparece como solución a sus preocupaciones ambientales.

1.60,375 puntos

  1. a) She now posts more often because she feels she owes it to her new followers.
  2. b) She is more aware of the diversity of her audience and how that affects her communication.
  3. c) She prefers to post less because communication with her listeners has become less sustainable.
  4. d) She feels that social media makes followers focus on what she says rather than on her music.
  1. a) Descartada

    No dice que publique más: dice que le cuesta incluso escribir algo («It’s difficult for me to even write anything on my Twitter account»).

  2. b) Correcta

    La cantante dice que, al crecer su público, es más consciente de quién la escucha: «realizing that my audience is broader now, and that lots of different kinds of people are discovering my music, changes how aware I am of who I’m speaking to on these platforms». Es la segunda opción.

  3. c) Descartada

    No dice que prefiera publicar menos: dice que le cuesta escribir y que ahora sabe mejor a quién se dirige.

  4. d) Descartada

    No se dice en la entrevista que los seguidores se fijen en lo que dice y no en su música.

1.70,375 puntos

  1. a) The instrument sounds the same as usual.
  2. b) The resulting sound is amazing.
  3. c) The instrument as such does not appear in the resulting album.
  4. d) The sound of the instrument becomes angelic.
  1. a) Descartada

    Dice lo contrario: «It almost turns into a completely new instrument».

  2. b) Correcta

    Al grabar un instrumento nota por nota y controlar esas notas, la cantante dice que «you make the instrument sound incredible». Es la segunda opción.

  3. c) Descartada

    No se dice en la entrevista: el arpa se graba nota por nota y se convierte en un instrumento casi nuevo, pero no dice que deje de aparecer en el disco.

  4. d) Descartada

    El sonido angelical es el habitual del arpa: «The way it sounds on a record is usually quite angelic». Lo que cambia al grabar nota por nota es que suena «incredible».

1.80,375 puntos

  1. a) all other artists use traditional instruments, which is uninteresting.
  2. b) they help her explore a new way to make music and create more original musical stories.
  3. c) it takes less time than recording traditional instruments.
  4. d) avoiding experimentation makes her music sound like everybody else’s.
  1. a) Descartada

    Dice lo contrario: «I'm not against using traditional instruments», y en el disco hay piano y baterías normales.

  2. b) Correcta

    La cantante disfruta de las formas alternativas de hacer música porque «They open up windows to sound worlds I haven't explored before» y porque con ellas hay «more of a story». Es la segunda opción.

  3. c) Descartada

    Dice lo contrario: experimentar «also takes time».

  4. d) Descartada

    No se dice en la entrevista que evitar la experimentación haga que su música suene como la de los demás.

Transcripción oficial del audio

Interviewer (I): You are Gotcha, the musical force!

Gotcha (G): Haha, from now on I’m going to introduce myself as Gotcha, the musical force. My real name is Margot Chapman, but I guess I’ve got used to being called Gotcha more often now.

I: Right, I got you. That song we’ve just listened to, ‘Turning a Blind Eye’, is the first Australian single from your latest record, Making Miracles. It's a song that you say describes your feelings of being completely defeated, I'm quoting you, “by the realities of living in contemporary Australia.” What's been difficult about life there?

G: Oh, it's not specifically about living in contemporary Australia, although I’m American. It comes from a place of defeat, I guess, in the sense of being someone who is concerned, maybe a bit more aware than some people, in terms of how things I do in my regular life, in terms of use of materials, driving cars, using so much disposable technology to make music, how that is so implicitly involved in so much... use, maybe overuse of resources?

I: Your carbon footprint.

G: Yeah. And I feel very conflicted about the reliability of the information available. When I try to research it and make changes, it’s incredibly hard to find a clear basis for making informed judgments or decisions. It’s hard to feel like anything I do makes a difference, even in my own life. Whether or not it sets an example for my fans or helps spread a more environmental message, sometimes it just feels like I’m making changes simply to avoid feeling completely defeated.

I: But the feeling of being “completely defeated” when you were writing this song suggests that you're quite pessimistic about our future. Are you?

G: I have moments like that, yeah. I sometimes change my mind a lot when I compose. You know, I think I'm an idealist a lot of the time, but often prone to bouts of very depressive cycles of thought and pessimism about the potential for really fundamental change in the way humans live on earth, at least. It's those moments when I feel like that really prompted the lyrics to ‘Turning a Blind Eye’.

I: And what about the fact that now that you’re touring, you’re inevitably traveling more and experiencing not just different countries, but different cultures and different ways people are trying to deal with issues like the environment and ecological change? Does that make you feel more defeated, or do you find things on those travels that inspire you?

G: You know, touring for a music career does involve seeing a lot of airports, hotel rooms, cars, buses, et cetera, though some artists do it more than I do. Even so, I'm probably more in touch with the reality of having an ever-increasing carbon footprint, at least in terms of what I'm doing in my music career. And it is indeed something I think about.

I: So you wrote the song ‘Turning a Blind Eye’ feeling completely defeated. It's getting worse now because the song's popular and your carbon footprint is harming everybody.

G: Haha. I do think about that. It's funny, more and more people tell me, I must be so overjoyed and amazed by the success and how big everything's getting. But I guess part of what makes me worry and that might lead to writing a song like this, is the sense that the bigger things get, the less likely they are to stay sustainable or be personal. I don't know...

I: And not just environmentally, but materially, emotionally.

G: Emotionally, yeah, trying to communicate with increasing numbers of people. I feel a bit freaked out about it. I think I have a different approach. It’s difficult for me to even write anything on my Twitter account; even though it's not like I have a huge number of people following me there, only around 40, 50,000. I still think about it. I know plenty of people have millions of followers on these social media. But even so, realizing that my audience is broader now, and that lots of different kinds of people are discovering my music, changes how aware I am of who I’m speaking to on these platforms.

I: Let me talk a bit about the record, Making Miracles. You're getting a lot of attention for this record, and that's got to be rewarding given the amount of work that you put into it. You play most of the instruments on it, but even more remarkable is the method of taking acoustic instruments, recording them note by note, and then turning them into virtual instruments. What exactly does that mean you're doing in terms of creating these sounds?

G: Yes, it’s the case of a harp that I found at an antique shop. A harp is not particularly a new-sounding instrument. It's one you've probably heard. The way it sounds on a record is usually quite angelic, because that's the way you can play it, but to record it note by note and then have control over those notes just means that you make the instrument sound incredible. It almost turns into a completely new instrument.

I: That's remarkably creative and innovative, but where does that come from? I mean, do you have an allergy to just playing an acoustic guitar and singing a song?

G: Well, I'm really excited by alternative ways of making music. They open up windows to sound worlds I haven't explored before, and those are the kinds of records I want to make. I'm not against using traditional instruments: there's plenty of piano and regular drum kits on the album, but I have a pretty intense interest in things like, what if you could use... a plastic ball and use that as a drum instead of just getting a drum out and putting a mic on it. It's just more interesting. It just means there's more of a story. I guess it creates a far greater range of textures, though it also takes time.

I: This is so interesting, Gotcha, but I’m afraid we have run out of time. It’s been a pleasure to have you here with us today.

G: Nice to chat, too.

Adapted from:

https://www.youtube.com/watch?v=-0kNQc_UHn0

Enunciado: Generalitat de Catalunya, Consell Interuniversitari de Catalunya, Oficina d’Accés a la Universitat. PAU de Inglés 2026, convocatoria ordinaria. La imagen es el examen oficial tal cual y el texto lo reproduce; las explicaciones y las respuestas modelo son de EducaIA. Consultado el 7 de noviembre de 2026; el documento no declara fecha de última actualización.

El examen entero, resueltoExamen (PDF)Pauta de corrección (PDF)Reutilizado según el aviso legal de la Generalitat

2026Convocatoria ordinaria · Serie 5 · Ejercicio 1Part 1: Listening comprehension, an interview with the artist Yayoi Kusama

3 puntosCoincide con la pauta
Enunciado oficial
Enunciado oficialEste examen solo se publicó en inglés.

A CONVERSATION WITH YAYOI KUSAMA ON THE POWER OF ART AND EMOTIONS

In this radio programme you are going to hear some new words. Read and listen to them. Make sure you know what they mean.

art installations: instal·lacions artístiques, creacions artístiques / instalaciones artísticas, creaciones artísticas
polka dots: estampat de rodones / estampado de lunares
boundless: sense límits / sin límites
tapestry: tapís / tapiz

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 How does Yayoi Kusama see the relationship between her work and the emotions it expresses?

[0.375 points]

1.2 Yayoi Kusama created her “Infinity Rooms” to invite people to think about

[0.375 points]

1.3 In her autobiography, Yayoi Kusama mentions suffering from mental health problems. How has art affected her?

[0.375 points]

1.4 According to the interviewer, why does Yayoi Kusama paint dots abundantly?

[0.375 points]

1.5 What other type of message does Kusama’s use of polka dots convey?

[0.375 points]

1.6 Why does Yayoi Kusama believe her art can surpass cultural gaps?

[0.375 points]

1.7 According to Yayoi Kusama, why did she choose to leave Japan?

[0.375 points]

1.8 How does Yayoi Kusama see the power of art in facing global challenges?

[0.375 points]

Audio oficial

Audio oficial de la comprensión oral: Generalitat de Catalunya, Eureka, biblioteca digital (registro 994). Licencia CC BY-NC-SA 4.0. Registro en Eureka

Elige tu opción y abre la respuesta para compararla.

1.10,375 puntos

  1. a) The essence of her art is driven by a love for immense chaos and mystery.
  2. b) Her installations aim to change viewers’ perspective on love.
  3. c) The essence of her art lies in creating a collective supportive feeling.
  4. d) Her work is meant to reflect the limits of love and hope.
  1. a) Descartada

    No se dice en la entrevista: nunca habla de amar el caos ni el misterio; para ella el amor y la esperanza son «the essence of my art».

  2. b) Descartada

    No se dice en la entrevista: no habla de cambiar la perspectiva del público sobre el amor, sino de que sienta «a sense of boundless love and hope».

  3. c) Correcta

    Kusama dice que el amor y la esperanza son la esencia de su arte y que quiere que quien visite sus instalaciones comparta algo: «I aim to cultivate a shared experience that unites people in a profound, positive way». Es la tercera opción.

  4. d) Descartada

    Dice lo contrario: sus instalaciones reflejan «the limitless nature of love and hope», es decir, su carácter sin límites.

1.20,375 puntos

  1. a) the problem of mental illness.
  2. b) the possibility of space travel.
  3. c) our place in the universe.
  4. d) mirrors and tapestries.
  1. a) Descartada

    No se dice en la entrevista que las salas inviten a pensar en la enfermedad mental; al final de esa respuesta Kusama dice que crear este arte alivia su enfermedad, pero la invitación al visitante es a pensar en su lugar en el cosmos.

  2. b) Descartada

    No se dice en la entrevista: el entrevistador habla de «realms beyond this world», pero la invitación que ella formula es a reflexionar sobre el lugar de cada uno, no a viajar al espacio.

  3. c) Correcta

    Kusama describe las salas como un viaje simbólico «inviting individuals to reflect on their own place within the cosmic tapestry»; es decir, invitan a pensar en nuestro lugar en el universo. Es la tercera opción.

  4. d) Descartada

    No es el tema: «tapestry» solo aparece en la metáfora «cosmic tapestry», y «mirrors» como verbo en «a symbolic journey that mirrors the limitless nature of love and hope».

1.30,375 puntos

  1. a) Art has increased her sense of despair and hopelessness.
  2. b) Art has given her tools to reverse her suffering and despair.
  3. c) Art has intensified her need to overcome her mental health problems.
  4. d) Creating art has cancelled her positive emotions.
  1. a) Descartada

    Dice lo contrario: «the only method I have found that relieves my illness is to keep creating this type of art».

  2. b) Correcta

    Kusama dice que el arte fue su refugio y que le permitió pasar del dolor a algo mejor: «It allowed me to transform pain into beauty, despair into hope». Es la segunda opción.

  3. c) Descartada

    No se dice en la entrevista: no habla de que el arte aumente su necesidad de superar sus problemas.

  4. d) Descartada

    Dice lo contrario: para ella «sharing these positive emotions is the power of art».

1.40,375 puntos

  1. a) To portray the universe.
  2. b) As a form of artistic rebellion.
  3. c) To represent distress.
  4. d) To create a sense of abundance.
  1. a) Descartada

    Es lo que dice Kusama más tarde, al hablar del mensaje positivo («we are all dots in this vast universe»), no lo que dice el entrevistador al preguntar por qué los pinta en abundancia.

  2. b) Descartada

    No se dice en la entrevista: nadie habla de rebeldía artística.

  3. c) Correcta

    La pregunta se refiere a lo que dice el entrevistador, no Kusama. Él interpreta los puntos como «a visual manifestation of anxiety» y como «psychic obsession that you attempt to run away from»: representan angustia. Es la tercera opción.

  4. d) Descartada

    No se dice en la entrevista: el entrevistador relaciona los puntos con la ansiedad, no con una sensación de abundancia.

1.50,375 puntos

  1. a) The dots represent how the elements of outer space are interconnected
  2. b) They serve as a visual metaphor for the chaotic nature of the universe.
  3. c) Polka dots symbolize how individuals are connected.
  4. d) The repetition of dots represents individuals’ everyday fighting.
  1. a) Descartada

    No es así: los puntos no son elementos del espacio, sino personas («we are all dots in this vast universe»).

  2. b) Descartada

    Dice lo contrario: el patrón refleja unidad y crea «a sense of harmony and love».

  3. c) Correcta

    Kusama explica el mensaje positivo de los puntos: «Polka dots are a symbol of the world, the cosmos, and our interconnectedness». Los puntos son las personas: «we are all dots in this vast universe». Es la tercera opción.

  4. d) Descartada

    No es lo que dice: la repetición de los puntos «signifies the multiplicity of individuals», no una lucha diaria.

1.60,375 puntos

  1. a) Because people from all walks of life visit her installations.
  2. b) Because her art speaks a language that can be understood by all art experts.
  3. c) Because her art connects people at the core of their essence as human beings.
  4. d) Because polka dots are bound to a specific cultural audience.
  1. a) Descartada

    El motivo no es que acuda gente diversa, sino que esa gente conecta en lo esencial, porque el arte habla al corazón de todos.

  2. b) Descartada

    No se dice en la entrevista: habla de un lenguaje que «speaks directly to the heart», no de uno que entiendan los expertos en arte.

  3. c) Correcta

    Kusama dice que el arte es «a universal language that speaks directly to the heart», que sus instalaciones son un espacio donde «people from all walks of life can connect on a fundamental level» y que el amor y la esperanza, «being universal emotions, provide a common ground for individuals to come together». Es la tercera opción.

  4. d) Descartada

    Dice lo contrario: «Love and hope, being universal emotions» sirven a todos, no a un público cultural concreto.

1.70,375 puntos

  1. a) Kusama was aware of her artistic identity in Japan and chose to leave to develop it further.
  2. b) The Japanese artists did not support her because of her mental health issues.
  3. c) The Japanese government’s restrictions on kimonos made her move.
  4. d) Kusama had connections in New York that could allow her to succeed as an artist there.
  1. a) Descartada

    Dice lo contrario sobre su identidad como artista japonesa: «I wasn't really aware of it».

  2. b) Correcta

    Kusama explica por qué se fue: «In Japan, the art community isolated me because of my mental health struggles. That's why I chose to leave Japan and pursue my art in New York». Es la segunda opción.

  3. c) Descartada

    Las restricciones del gobierno japonés son una dificultad que menciona, no el motivo por el que decidió irse: «I faced challenges due to restrictions on foreign exchange imposed by the Japanese government».

  4. d) Descartada

    Sus contactos explican por qué eligió Estados Unidos («I picked America because of my connections and the belief that the future of art was in New York»), no por qué dejó Japón: eso lo explica el aislamiento.

1.80,375 puntos

  1. a) Art has the power of eliminating global uncertainty.
  2. b) Art inspires people to work together for the common good.
  3. c) Art helps people see global challenges as an inevitable part of their future.
  4. d) Art gets people to look into the past and learn from it.
  1. a) Descartada

    No dice que el arte elimine la incertidumbre: «In times of uncertainty, art becomes a ray of light».

  2. b) Correcta

    Kusama dice que, ante los retos globales, el arte «has the power to inspire, uplift, and unite communities» y que «art catalyzes change, encouraging collective action». Es la segunda opción.

  3. c) Descartada

    No se dice en la entrevista: habla de «a shared vision of a better future», no de retos inevitables.

  4. d) Descartada

    No se dice en la entrevista: Kusama mira hacia el futuro («a brighter tomorrow»), no hacia el pasado.

Transcripción oficial del audio

Interviewer: In the realm of contemporary art, few figures are as iconic and enigmatic as Yayoi Kusama. Renowned for her avant-garde art installations, polka dots, and infinite reflections, Kusama has captivated the world with her unique artistic vision. Today, we have the privilege of delving into the mind of this visionary artist, exploring her thoughts on the transformative power of art. Good morning, thanks for being with us today.

Yayoi Kusama: Good morning, thanks for the invitation.

Interviewer: Your art is often described as a celebration of love and hope. How do you envision the relationship between your work and these powerful emotions?

Yayoi Kusama: Love and hope are the essence of my art. They are the driving forces behind my creations. When people encounter my installations, I want them to feel a sense of boundless love and hope, transcending the boundaries of time and space. Through my work, I aim to cultivate a shared experience that unites people in a profound, positive way.

Interviewer: That was deep indeed! Your "Infinity Rooms" are immersive experiences that transport viewers into realms beyond this world. How do these installations contribute to the exploration of love and hope?

Yayoi Kusama: The "Infinity Rooms" are like cosmic vessels, offering a glimpse into the countless possibilities of love and hope. As visitors step into these spaces, surrounded by endless reflections, they are immersed in a universe of boundless potential. It's a symbolic journey that mirrors the limitless nature of love and hope, inviting individuals to reflect on their own place within the cosmic tapestry. I believe sharing these positive emotions is the power of art. I fight anxiety and fear every day, and the only method I have found that relieves my illness is to keep creating this type of art.

Interviewer: Actually, in your autobiography, you mention struggling with mental health issues. How has art been a source of healing and hope for you?

Yayoi Kusama: Art has been my refuge, a sanctuary where I can channel my innermost feelings. In the darkest moments of my mental health struggles, creating art became a lifeline. It allowed me to transform pain into beauty, despair into hope. Art has been a cathartic journey, helping me to navigate the complexities of my emotions.

Interviewer: In any case, your use of polka dots is a signature element in your art. I perceive these motifs as a representation of hallucinatory visions. Similar to how episodes of depersonalization invoke fear, these dots create a visual manifestation of anxiety. The dots multiply and attach themselves to the surroundings, becoming a form of psychic obsession that you attempt to run away from.

Yayoi Kusama: Yes, I paint them abundantly; it's my way of trying to escape.

Interviewer: But can you also tell us about the significance of polka dots in conveying positive messages?

Yayoi Kusama: Polka dots are a symbol of the world, the cosmos, and our interconnectedness. When I cover surfaces with dots, I'm expressing the idea that we are all dots in this vast universe. The repetition of dots signifies the multiplicity of individuals, yet the pattern also reflects unity. It's a visual metaphor for the collective energy that binds us together, creating a sense of harmony and love.

Interviewer: Oh wow. Now, your installations are experienced by people from diverse backgrounds. How do you believe your art can bridge cultural gaps and speak a universal language of love and hope?

Yayoi Kusama: Art transcends cultural barriers, you know, it's a universal language that speaks directly to the heart. My installations are intentionally designed to be inclusive, offering a space where people from all walks of life can connect on a fundamental level. Love and hope, being universal emotions, provide a common ground for individuals to come together, fostering a sense of unity that surpasses cultural differences.

Interviewer: Can you tell us about your time in Japan before going to the US? You moved to New York at twenty-seven. By then, you must have already developed your unique style as a painter, rooted in Japan. Yet you didn’t emphasize your identity as a Japanese artist.

Yayoi Kusama: I wasn't really aware of it. In Japan, the art community isolated me because of my mental health struggles. That's why I chose to leave Japan and pursue my art in New York. I picked America because of my connections and the belief that the future of art was in New York. However, I faced challenges due to restrictions on foreign exchange imposed by the Japanese government. I even had to sell my kimonos.

Interviewer: How do you see the role of art evolving in society, especially in fostering a sense of hope and unity in the face of global challenges?

Yayoi Kusama: In times of uncertainty, art becomes a ray of light. It has the power to inspire, uplift, and unite communities. As we confront global challenges, art catalyzes change, encouraging collective action and fostering a shared vision of a better future. It's a testament to the enduring capacity of art to instill hope and bring people together in the pursuit of a brighter tomorrow.

Interviewer: This interview has come to a close, leaving us with a profound understanding of how this visionary artist continues to shape the landscape of contemporary art with her timeless messages of love and hope.

Adapted from:

Yayoi Kusama on Sixties New York, Surviving Mental Illness and Why She's Never Thought About Feminism, Artspace, Akira Tatehata (May 5, 2020).

https://www.artspace.com/magazine/interviews_features/meet_the_artist/interview-yayoi-kusama-on-sixties-new-york-living-with-mental-illness-and-why-shes-never-thought-56560

Yayoi Kusama on love, hope and the power of art, Wallpaper, Megan C. Hills (March 22, 2023).

https://www.wallpaper.com/art/yayoi-kusama-interview

Enunciado: Generalitat de Catalunya, Consell Interuniversitari de Catalunya, Oficina d’Accés a la Universitat. PAU de Inglés 2026, convocatoria ordinaria. La imagen es el examen oficial tal cual y el texto lo reproduce; las explicaciones y las respuestas modelo son de EducaIA. Consultado el 7 de noviembre de 2026; el documento no declara fecha de última actualización.

El examen entero, resueltoExamen (PDF)Pauta de corrección (PDF)Reutilizado según el aviso legal de la Generalitat

2026Convocatoria extraordinaria · Serie 2 · Ejercicio 1Part 1: Listening comprehension, an interview about the world of cenotes

3 puntosCoincide con la pauta
Enunciado oficial
Enunciado oficialEste examen solo se publicó en inglés.

THE WORLD OF CENOTES

In this podcast you are going to hear some new words. Read and listen to them. Make sure you know what they mean.

limestone: pedra calcària / piedra caliza
coral reef: escull de coral / arrecife de coral

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

[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 How does Alison Zicari explain the natural event that gives rise to a cenote?

[0.375 points]

1.2 Why does the Yucatán Peninsula contain such a high concentration of cenotes?

[0.375 points]

1.3 According to Alison Zicari, the underground rivers below the Yucatán Peninsula are formed by

[0.375 points]

1.4 What have researchers gained from studying cenotes and their connected caves?

[0.375 points]

1.5 Why did the Maya place many of their structures so close to cenotes?

[0.375 points]

1.6 What do the offerings found in sacred cenotes suggest about Maya culture?

[0.375 points]

1.7 What link does Alison Zicari make between cenotes and the dinosaur-killing asteroid?

[0.375 points]

1.8 Why do animals like manatees sometimes enter cenotes?

[0.375 points]

Audio oficial

Audio oficial de la comprensión oral: Generalitat de Catalunya, Eureka, biblioteca digital (registro 995). Licencia CC BY-NC-SA 4.0. Registro en Eureka

Elige tu opción y abre la respuesta para compararla.

1.10,375 puntos

  1. a) A river slowly dries up over time.
  2. b) A cave ceiling collapses and reveals hidden water.
  3. c) Rainfall digs a hole directly into the ground.
  4. d) Earthquakes open giant cracks in the soil.
  1. a) Descartada

    No se dice en la entrevista: no habla de ningún río que se seque.

  2. b) Correcta

    La experta explica cómo se forma un cenote: «It forms when the roof of an underground cave collapses and allows us to see the water inside». Es la segunda opción.

  3. c) Descartada

    No se dice en la entrevista: la lluvia solo aparece como el agua que llena los ríos subterráneos («rivers filled with rainwater»); el agujero se forma cuando se derrumba el techo de la cueva.

  4. d) Descartada

    No se dice en la entrevista: no menciona terremotos.

1.20,375 puntos

  1. a) It was once part of a flat desert that eroded quickly over time.
  2. b) It is built of giant old volcanic rocks.
  3. c) It used to be a coral formation that became exposed.
  4. d) It receives more rain than any other area in Mexico.
  1. a) Descartada

    No se dice en la entrevista: antes era un arrecife de coral, no un desierto.

  2. b) Descartada

    No es así: la península está hecha de «limestone» (piedra caliza), no de rocas volcánicas.

  3. c) Correcta

    La península es de piedra caliza que antes fue un arrecife: «This whole peninsula is made from limestone, which used to be a huge coral reef millions of years ago». Al bajar el nivel del mar, el arrecife quedó al descubierto: «the reef was exposed». Es la tercera opción.

  4. d) Descartada

    No se dice en la entrevista: no compara la lluvia de la península con la del resto de México.

1.30,375 puntos

  1. a) rapidly melting ice.
  2. b) water travelling through rock beneath the surface.
  3. c) lakes draining into deep reservoirs.
  4. d) ocean waves carving inland tunnels.
  1. a) Descartada

    No se dice en la entrevista: no habla de hielo que se derrita.

  2. b) Correcta

    Bajo la península hay «a giant network of underground rivers filled with rainwater that travels through cracks in the limestone», es decir, agua que circula por la roca bajo la superficie. Es la segunda opción.

  3. c) Descartada

    No se dice en la entrevista: habla de ríos subterráneos llenos de agua de lluvia, no de lagos que se vacían.

  4. d) Descartada

    No se dice en la entrevista: no menciona olas del océano ni túneles que avancen hacia el interior.

1.40,375 puntos

  1. a) Maps of modern underwater cave systems.
  2. b) Evidence of ancient life, both human and animal.
  3. c) New species of plants that grew during the Ice Age.
  4. d) Proof that the Maya invented scuba diving.
  1. a) Descartada

    No se dice en la entrevista que lo que se haya conseguido sean mapas; lo que se ha encontrado son restos.

  2. b) Correcta

    Los exploradores y arqueólogos han encontrado restos dentro de las cuevas: «9,000-year-old human bones and the bones of animals that lived during the ice age», es decir, pruebas de vida antigua, humana y animal. Es la segunda opción.

  3. c) Descartada

    No se dice en la entrevista: los restos que menciona son huesos humanos y de animales, no de plantas.

  4. d) Descartada

    No se dice en la entrevista: no habla de buceo ni de que los mayas lo inventaran.

1.50,375 puntos

  1. a) They believed these places gave them good luck in the underworld.
  2. b) The land around cenotes was the most valuable.
  3. c) Cenotes provided water and were seen as spiritual gateways.
  4. d) They wanted to protect the cenotes from outsiders.
  1. a) Descartada

    Dice que los cenotes eran «the entrance to the underworld» (la entrada al inframundo), no que allí dieran buena suerte.

  2. b) Descartada

    No se dice en la entrevista que la tierra de alrededor fuera la más valiosa; lo que era «extremely valuable» era el agua.

  3. c) Correcta

    Para los mayas los cenotes eran fuente de agua dulce y algo más: «cenotes were not just a source of fresh water» y «They also believed cenotes were the entrance to the underworld». Por eso construyeron cerca «many of their temples and villages». Es la tercera opción.

  4. d) Descartada

    No se dice en la entrevista: no habla de proteger los cenotes de gente de fuera.

1.60,375 puntos

  1. a) All remains found there were human sacrifices.
  2. b) They valued precious items for religious ceremonies.
  3. c) They did not understand how metals were made.
  4. d) They believed there was no life after death.
  1. a) Descartada

    No todos eran sacrificios: otros cenotes contienen «human remains without signs of violence», quizá enterramientos pacíficos.

  2. b) Correcta

    Los objetos hallados en los cenotes sagrados son «jade, gold, silver, and incense», y la entrevistada dice que algunos cenotes eran «sacred places for rituals and offerings». Es decir, los mayas valoraban objetos preciosos para sus ceremonias religiosas. Es la segunda opción.

  3. c) Descartada

    No se dice en la entrevista: no habla de cómo se fabricaban los metales.

  4. d) Descartada

    Dice lo contrario: los enterramientos pacíficos podían servir «to prepare people for the next life».

1.70,375 puntos

  1. a) The asteroid dried out the cenotes completely.
  2. b) Water flows around the impact crater made a circular chain of cenotes.
  3. c) Cenotes were created by lava after the impact.
  4. d) Dinosaurs lived in the cenotes before they disappeared.
  1. a) Descartada

    Dice lo contrario: el impacto no secó los cenotes, sino que dio lugar al «Ring of Cenotes».

  2. b) Correcta

    El impacto del asteroide debilitó la roca y, después, «groundwater moved in special patterns around the edge of the impact crater». Ese proceso creó el «Ring of Cenotes», un anillo de cenotes. Es la segunda opción.

  3. c) Descartada

    No se dice en la entrevista: no menciona la lava.

  4. d) Descartada

    No se dice en la entrevista: el asteroide provocó la extinción de los dinosaurios, pero no dice que vivieran en los cenotes.

1.80,375 puntos

  1. a) They look for protection and need a quiet shelter.
  2. b) Cenotes contain algae that grow only in underwater caves.
  3. c) The water in cenotes is warmer than the ocean.
  4. d) They are disturbed by tourists and go there to get some peace.
  1. a) Correcta

    Los cenotes están protegidos del océano abierto: «they offer calm, safe spaces». Los manatíes llegan hasta ellos y «They rest there and even nurse their young». Es la primera opción.

  2. b) Descartada

    No se dice en la entrevista: no menciona algas.

  3. c) Descartada

    No se dice en la entrevista: no compara la temperatura del agua.

  4. d) Descartada

    No se dice en la entrevista que los manatíes huyan de los turistas; en la respuesta sobre los animales, los turistas solo aparecen al hablar de los cocodrilos.

Transcripción oficial del audio

Journalist: Ms. Zicari, thank you for joining us today. You’re known as one of the top experts on cenotes. To begin, could you explain to our listeners what a cenote actually is?

Alison Zicari: Thank you for having me. A cenote is a natural hole in the ground. It forms when the roof of an underground cave collapses and allows us to see the water inside. The word “cenote” usually describes an underground chamber filled with permanent water.

Journalist: Where can people find these cenotes?

AZ: You can find cenotes in several parts of the world, but the best-known and largest concentration is in Mexico, especially on the Yucatán Peninsula. This whole peninsula is made from limestone, which used to be a huge coral reef millions of years ago. When the sea level dropped, the reef was exposed, and over time, it became full of caves, tunnels, and holes. Today, the land’s almost completely flat, but underneath it’s a giant network of underground rivers filled with rainwater that travels through cracks in the limestone filling caves which sometimes collapse creating cenotes. Scientists estimate that there’re more than 7,000 cenotes in the Yucatán.

Journalist: That number is incredible. Can you tell us more about the cave systems connected to cenotes?

AZ: Yes, the Yucatán is home to some of the world’s longest underwater cave systems. One of the most famous is Sistema Sac Actun, located in the Riviera Maya. It stretches about 350 kilometers and reaches a depth of around 119 meters. Explorers and archaeologists have found many important remains inside these caves, including 9,000-year-old human bones and the bones of animals that lived during the ice age. These discoveries tell us that humans have been exploring or using these caves for thousands of years.

Journalist: Speaking of humans, cenotes played a very important role in the Maya civilization, didn’t they?

AZ: They certainly did. For the Maya, cenotes were not just a source of fresh water, though that alone made them extremely valuable. They also believed cenotes were the entrance to the underworld. According to Maya beliefs, spirits and gods visited cenotes, especially Chaac, the god of rain, thunder, and lightning. Because of this, the Maya built many of their temples and villages near cenotes. In fact, new research shows that some important Maya cities—such as Chichén Itzá—were actually built directly on top of cenotes.

Journalist: Were these cenotes used for ceremonies?

AZ: Yes. Some cenotes became sacred places for rituals and offerings. Archaeologists have found items such as jade, gold, silver, and incense at the bottom of these cenotes. They have also discovered human remains. At places like the Sacred Cenote at Chichén Itzá, many of the bodies show wounds that suggest human sacrifice. However, other cenotes contain human remains without signs of violence, so these may have been peaceful burials, perhaps to prepare people for the next life.

Journalist: And today, people visit cenotes for very different reasons, right?

AZ: That’s right. Today cenotes are still important for water, but they’re also major tourist attractions. Millions of visitors come every year to swim, dive, snorkel, and explore. Some cenotes offer cultural experiences where visitors can watch modern Maya ceremonies. These ceremonies aren’t dangerous—of course, no one’s sacrificed—but they still include symbolic offerings like resin, cacao, seeds, corn, flower petals, and sugar.

Journalist: There’s also a surprising connection between cenotes and the asteroid that killed the dinosaurs. Can you explain that?

AZ: Yes, it’s a fascinating story. About 66 million years ago, an asteroid about 10 to 15 kilometers wide crashed on the Yucatán Peninsula. The explosion released as much energy as 100 trillion tons of TNT. This event caused huge fires, tsunamis, and climate changes that led to the extinction of many species, including the dinosaurs. The impact also changed the structure of the limestone underground. It made the rock weaker and easier to erode. Over millions of years, groundwater moved in special patterns around the edge of the impact crater. This process created the “Ring of Cenotes.” The crater itself is buried under layers of ground and ocean, so we cannot see it with our eyes, but the ring of cenotes is still visible from space. The city of Mérida is right in the middle of this ancient crater.

Journalist: Besides history and geology, cenotes also have interesting wildlife. Can you tell us about that?

AZ: Yes, cenotes are important habitats for many animals. Because they’re protected from the open ocean, they offer calm, safe spaces. Manatees, for example, sometimes travel from the Caribbean Sea into cenotes through underwater caves. They rest there and even nurse their young. Crocodiles also live in some cenotes. They’re part of the natural ecosystem, and tourists need to keep a respectful distance. They’re usually calm, but like all wild animals, they should never be disturbed.

Journalist: All of this makes cenotes sound like truly remarkable places. Any final thoughts for our audience?

AZ: Yes. I think cenotes are some of the most unique natural wonders in the world. They combine geology, history, culture, wildlife, and adventure in one place. They’ve been important for thousands of years—from the time of the Maya to the present day—and they’re still full of discoveries waiting to be made. Anyone who visits the Yucatán should explore at least one cenote. It’s an experience you’ll never forget.

Adapted from:

https://cenotefinder.com/what-are-cenotes/#google_vignette

https://www.bbc.com/travel/article/20240628-the-hidden-wonders-of-mexicos-sacred-underwater-world

Enunciado: Generalitat de Catalunya, Consell Interuniversitari de Catalunya, Oficina d’Accés a la Universitat. PAU de Inglés 2026, convocatoria extraordinaria. La imagen es el examen oficial tal cual y el texto lo reproduce; las explicaciones y las respuestas modelo son de EducaIA. Consultado el 7 de noviembre de 2026; el documento no declara fecha de última actualización.

El examen entero, resueltoExamen (PDF)Pauta de corrección (PDF)Reutilizado según el aviso legal de la Generalitat

2025Convocatoria ordinaria · Serie 1 · Ejercicio 1Part 1: Listening comprehension, an interview about Uluru

3 puntosCoincide con la pauta
Enunciado oficial
Enunciado oficialEste examen solo se publicó en inglés.

ULURU: EXPLORING THE HEART AND SPIRIT OF AUSTRALIA

In this radio programme you are going to hear some new words. Read and listen to them. Make sure you know what they mean.

sandstone: pedra arenosa / piedra arenisca
layers: capes / capas
tilted: inclinat / inclinado
hue: tonalitat / tonalidad

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 Why is Uluru considered sacred by the Anangu people?

[0.375 points]

1.2 Why do the Anangu discourage ascending Uluru?

[0.375 points]

1.3 According to Chris Wood, how did Uluru form?

[0.375 points]

1.4 Why is Uluru red?

[0.375 points]

1.5 When is the worst time to visit Uluru?

[0.375 points]

1.6 What safety precautions are important when visiting Uluru?

[0.375 points]

1.7 What does the Uluru Cultural Center offer visitors?

[0.375 points]

1.8 What surprises visitors about Uluru’s surroundings?

[0.375 points]

Audio oficial

Audio oficial de la comprensión oral: Generalitat de Catalunya, Eureka, biblioteca digital (registro 810). Licencia CC BY-NC-SA 4.0. Registro en Eureka

Elige tu opción y abre la respuesta para compararla.

1.10,375 puntos

  1. a) It is made of a rare type of sandstone.
  2. b) It holds deep connections to their Tjukurpa, or belief system.
  3. c) It is the deepest natural formation in Australia.
  4. d) It was used as a meeting point for caretakers.
  1. a) Descartada

    No se dice en la entrevista: la roca es de arenisca («Uluru is made of arkose sandstone»), pero no dice que sea rara ni que por eso sea sagrada.

  2. b) Correcta

    El doctor Wood explica que para los anangu Uluru es más que una formación natural: «it’s deeply tied to their Tjukurpa», es decir, a su sistema de creencias y leyes. Es la segunda opción.

  3. c) Descartada

    No se dice en la entrevista: el periodista la presenta como «one of Australia’s most iconic landmarks», pero nadie dice que sea la formación natural más profunda.

  4. d) Descartada

    No se dice en la entrevista: los anangu se ven como cuidadores («The Anangu see themselves as caretakers of Uluru»), pero no se habla de un punto de encuentro.

1.20,375 puntos

  1. a) It poses significant risks to visitors.
  2. b) They encourage exploring other cultural experiences instead.
  3. c) They think it violates the sacred meaning of the site.
  4. d) There are no established trails to follow.
  1. a) Descartada

    No se dice en la entrevista: no presenta la subida como un peligro; los consejos de seguridad que da (el agua, el sol) valen para cualquier visita.

  2. b) Descartada

    Es lo que proponen en lugar de subir («they encourage visitors to explore the base»), no el motivo por el que lo desaconsejan.

  3. c) Correcta

    Según el doctor Wood, los anangu creen que «climbing it disrespects its sacred nature»: subir falta al respeto al carácter sagrado del lugar. Es la tercera opción.

  4. d) Descartada

    No se dice en la entrevista: no menciona que falten senderos para subir.

1.30,375 puntos

  1. a) In the same way as the Himalayas.
  2. b) Through the erosion of a mountain range.
  3. c) Through the petrification of an ancient sea.
  4. d) From the gradual accumulation of desert sand.
  1. a) Descartada

    Solo compara el tamaño: la cordillera original era «similar in size to the Himalayas», pero no dice que Uluru se formara igual que ellas.

  2. b) Correcta

    El doctor Wood cuenta que Uluru era parte de una cordillera enorme y que «the mountains eroded, and rivers carried sand and gravel to the base»; con ese material se formó la roca. Es la segunda opción.

  3. c) Descartada

    No se dice en la entrevista: no menciona ningún mar antiguo ni nada que se petrificara.

  4. d) Descartada

    No se dice en la entrevista: la arena no se acumuló en un desierto, la llevaron los ríos desde unas montañas que se erosionaban; el desierto solo sale al hablar del clima y del paisaje de hoy.

1.40,375 puntos

  1. a) It contains copper minerals.
  2. b) The sandstone oxidizes when in contact to the air.
  3. c) It is actually grey, not red.
  4. d) The soil around it stains the rock.
  1. a) Descartada

    El audio habla de hierro, no de cobre: «the iron minerals in the rock».

  2. b) Correcta

    El doctor Wood explica que el rojo viene de la oxidación del hierro de la roca: «When the sandstone is exposed to the air, the iron reacts with oxygen». Es la segunda opción.

  3. c) Descartada

    Solo es gris la roca de debajo, la que «hasn’t been exposed to the atmosphere»; la superficie es roja por la oxidación.

  4. d) Descartada

    No se dice en la entrevista: no menciona el suelo; el color viene de la oxidación del hierro de la propia roca.

1.50,375 puntos

  1. a) December to February.
  2. b) June to August.
  3. c) March to May.
  4. d) September to November.
  1. a) Correcta

    El doctor Wood dice que el verano es demasiado caluroso para visitarlo: «Summer, from December to February, is far too hot». Es la primera opción.

  2. b) Descartada

    Es la época más popular para visitarlo («Winter, from June to August, is the most popular time»), no la peor.

  3. c) Descartada

    No es la peor época: marzo a mayo es el otoño en Australia, y de la primavera y el otoño dice «Spring and autumn are much better».

  4. d) Descartada

    No es la peor época: septiembre a noviembre es la primavera en Australia, y de esas estaciones dice que son «also great for visiting».

1.60,375 puntos

  1. a) Avoiding interactions with local wildlife.
  2. b) Drinking water and using sun protection.
  3. c) Hiring a ranger or tour guide.
  4. d) Avoiding travel in the winter months.
  1. a) Descartada

    Entre sus consejos está «Stick to marked paths, respect wildlife, and pay attention to park signals», que es respetar a los animales, no evitar toda interacción con ellos.

  2. b) Correcta

    Preguntado por la seguridad, el doctor Wood recomienda dos cosas: llevar siempre agua («always carry water when walking or driving») y protegerse del sol («Protect yourself from the sun with a hat, sunscreen, and lightweight clothing»). Es la segunda opción.

  3. c) Descartada

    No recomienda contratar a nadie: dice que la zona cuenta con «facilities, rangers, and maps» que ayudan a los visitantes.

  4. d) Descartada

    Dice lo contrario del invierno: de junio a agosto es «the most popular time» para ir.

1.70,375 puntos

  1. a) Accommodation for overnight stays.
  2. b) Guided tours of the rock base.
  3. c) Insights into Anangu culture.
  4. d) Spiritual support.
  1. a) Descartada

    Dice lo contrario: «You cannot stay there overnight».

  2. b) Descartada

    No se dice en la entrevista que esas visitas recorran la base de la roca: solo dice que las dirigen guías locales que «share stories and traditions».

  3. c) Correcta

    Preguntado por cómo conocer la cultura anangu, el doctor Wood dice que el centro cultural «offers displays, videos, and artworks that explain the Anangu way of life». Es la tercera opción.

  4. d) Descartada

    No se dice en la entrevista: lo espiritual es el paisaje («a living, spiritual landscape»), no un servicio del centro.

1.80,375 puntos

  1. a) The absence of vegetation.
  2. b) The many caves, waterholes, and wildlife.
  3. c) The availability of tourist shops and restaurants.
  4. d) The lack of walking paths around the base.
  1. a) Descartada

    Dice lo contrario: en el paseo por la base se ven «its unique patterns, plants, and wildlife».

  2. b) Correcta

    El doctor Wood dice que a mucha gente le sorprende lo que hay alrededor: «Many are surprised by the variety of things to see and do around the rock», y pone un ejemplo: «Uluru has many caves and waterholes». Es la segunda opción.

  3. c) Descartada

    No se dice en la entrevista: no menciona tiendas ni restaurantes, y de Uluru dice que es «so much more than a tourist attraction».

  4. d) Descartada

    Dice lo contrario: hay un recorrido de unos diez kilómetros, «The base walk, which is about 10 kilometers long».

Transcripción oficial del audio

Journalist: Welcome to our program! Today we’re joined by Dr. Cris Wood, a geologist and expert on Uluru, one of Australia’s most iconic landmarks. Thank you for being here, Dr. Wood.

Dr. Wood: Thank you for having me. It’s great to share the story of such an incredible place.

Journalist: Uluru is famous worldwide for its striking appearance, but why is it considered so special by the Aboriginal people?

Dr. Wood: Uluru is a sacred site for the Anangu people, the traditional custodians of the land. To them, it’s more than a natural formation; it’s deeply tied to their Tjukurpa, which is their system of beliefs and laws. Tjukurpa includes the creation of stories that explain how the land and its features came to be. Many parts of Uluru, including its caves and waterholes, are connected to these stories. The Anangu see themselves as caretakers of Uluru, and they ask visitors to respect their traditions when visiting.

Journalist: One of those traditions includes discouraging people from climbing the rock, which surprises many visitors. Why is climbing considered disrespectful?

Dr. Wood: For the Anangu, Uluru is a place of spiritual significance. They believe that climbing it disrespects its sacred nature. Traditionally, they don’t climb it themselves. Instead, they encourage visitors to explore the base, visit waterholes, and learn about their culture at the cultural center. Climbing used to be popular, but now many people understand the importance of respecting indigenous beliefs and choose not to climb.

Journalist: Uluru is also a geological marvel. Could you tell us more about how it was formed?

Dr. Wood: Certainly! Uluru’s story began about 550 million years ago. Back then, it was part of a massive mountain range called the Petermann Ranges, which were similar in size to the Himalayas. Over time, the mountains eroded, and rivers carried sand and gravel to the base. This material eventually formed two iconic landmarks: Uluru and Kata Tjuta. Uluru is made of arkose sandstone, which is rich in feldspar crystals. It’s incredibly durable because the sand wasn’t transported far, so it didn’t undergo much erosion. Over millions of years, geological forces tilted the rock layers vertically, which is why we see those striking lines on Uluru’s surface today.

Journalist: The red color of Uluru is so distinctive. What causes it?

Dr. Wood: The red colour comes from oxidation, or rusting, of the iron minerals in the rock. When the sandstone is exposed to the air, the iron reacts with oxygen, giving it that beautiful red hue. Interestingly, the rock underneath, which hasn’t been exposed to the atmosphere, is actually grey.

Journalist: The Red Centre is known for its harsh conditions. What’s the best way for visitors to explore Uluru and its surroundings?

Dr. Wood: The best way is by car. You can hire a vehicle at Ayers Rock Airport and drive around the area, including Uluru, Kata Tjuta, and the nearby town of Yulara. Driving gives you the freedom to explore at your own pace. While there is a shuttle bus in Yulara township, it doesn’t operate within the national park. Beyond Uluru, many of the Northern Territory’s attractions are accessible by well-maintained roads, whether you’re in a regular car, campervan, or a four-by-four.

Journalist: Speaking of visiting, when is the best time of year to see Uluru?

Dr. Wood: Winter, from June to August, is the most popular time. The days are crisp and cool, making it perfect for outdoor activities. Summer, from December to February, is far too hot, with daytime temperatures often exceeding 40°C. Spring and autumn are much better with warm days and cooler evenings, so they’re also great for visiting. No matter the season, it’s essential to plan for the desert climate, which can have extreme temperature changes between day and night.

Journalist: Are there any safety tips you’d recommend for visitors?

Dr. Wood: Absolutely. Stay hydrated, as the desert air is very dry, and always carry water when walking or driving. Protect yourself from the sun with a hat, sunscreen, and lightweight clothing. It’s also important to check the weather before heading out, as conditions can change quickly. Stick to marked paths, respect wildlife, and pay attention to park signals. Luckily, the area around Uluru and Yulara is well-equipped with facilities, rangers, and maps to help visitors stay safe.

Journalist: What do you recommend for visitors who want to learn more about the Anangu culture?

Dr. Wood: The cultural centre near Uluru is an excellent place to start. You cannot stay there overnight, but it offers displays, videos, and artworks that explain the Anangu way of life and their connection to the land. Visitors can also join guided tours led by local guides who share stories and traditions. These experiences help people understand why Uluru is so much more than a tourist attraction—it’s a living, spiritual landscape.

Journalist: What’s something people often don’t expect about visiting Uluru?

Dr. Wood: Many are surprised by the variety of things to see and do around the rock. For instance, Uluru has many caves and waterholes, which are beautiful and have cultural significance. The base walk, which is about 10 kilometers long, lets visitors see the rock up close, including its unique patterns, plants, and wildlife. It’s also a great way to experience the changing colors of Uluru at sunrise or sunset. These colors are breathtaking and truly unforgettable.

Journalist: Finally, why do you think Uluru leaves such a lasting impression on people?

Dr. Wood: Uluru is a place where natural beauty meets deep cultural history. Its size and color are striking, but it’s the stories and significance behind it that make it truly special. Many visitors say they feel a strong connection to the land when they visit. Whether it’s the spirituality, the geology, or the quiet majesty of the desert, Uluru has a way of staying with you long after you’ve left.

Journalist: Thank you, Dr. Wood, for sharing your insights. Uluru sounds like a destination that offers both natural wonder and cultural depth.

Dr. Wood: It really is. Thank you for having me!

Adapted from:

https://www.youtube.com/watch?v=j9t6kYpYnX4

https://www.abc.net.au/news/science/2017-06-27/how-did-uluru-and-kata-tjuta-form/8572068

Enunciado: Generalitat de Catalunya, Consell Interuniversitari de Catalunya, Oficina d’Accés a la Universitat. PAU de Inglés 2025, convocatoria ordinaria. La imagen es el examen oficial tal cual y el texto lo reproduce; las explicaciones y las respuestas modelo son de EducaIA. Consultado el 7 de noviembre de 2026; el documento no declara fecha de última actualización.

El examen entero, resueltoExamen (PDF)Pauta de corrección (PDF)Reutilizado según el aviso legal de la Generalitat

2025Convocatoria ordinaria · Serie 4 · Ejercicio 1Part 1: Listening comprehension, an interview about the 30 by 30 plan

3 puntosCoincide con la pauta
Enunciado oficial
Enunciado oficialEste examen solo se publicó en inglés.

30 BY 30

In this radio programme you are going to hear some new words. Read and listen to them. Make sure you know what they mean.

sea urchin: eriçó de mar / erizo de mar
seaweed: algues / algas

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 inspired Jordan Scala to develop a plan to protect the planet?

[0.375 points]

1.2 According to Jordan Scala, what ultimately led to the destruction of Mediterranean marine life?

[0.375 points]

1.3 Fishermen in Cabo Pulmo

[0.375 points]

1.4 What does Jordan Scala say about the effect of human activity on wildlife and natural habitats?

[0.375 points]

1.5 Which of the following does Jordan Scala NOT mention as an advantage of using trees, grasslands, and oceans to reduce carbon pollution?

[0.375 points]

1.6 Which of the following statements is FALSE?

[0.375 points]

1.7 According to Jordan Scala, protecting the natural world

[0.375 points]

1.8 Which option best describes the overall tone of the dialogue between the interviewer and Jordan Scala?

[0.375 points]

Audio oficial

Audio oficial de la comprensión oral: Generalitat de Catalunya, Eureka, biblioteca digital (registro 810). Licencia CC BY-NC-SA 4.0. Registro en Eureka

Elige tu opción y abre la respuesta para compararla.

1.10,375 puntos

  1. a) The discovery of new underwater species in the Mediterranean.
  2. b) The changes in marine life he observed from childhood to adulthood.
  3. c) The influence of Jacques Cousteau’s campaigns against overfishing.
  4. d) A passion for documenting marine life on film.
  1. a) Descartada

    No se dice en la entrevista: no habla de descubrir especies nuevas, sino de ver volver las que ya no veía desde niño: pulpos, peces grandes, bosques de algas.

  2. b) Correcta

    Jordan Scala cuenta que el mar de su infancia estaba vacío y que, al bucear de adulto en una reserva marina, encontró lo que faltaba: «What was missing from the sea of my childhood was there: octopus, large fish, seaweed forests». Es la segunda opción.

  3. c) Descartada

    Cousteau aparece por sus documentales («the underwater world that Jacques Cousteau showed us in his documentaries»), no por campañas contra la sobrepesca.

  4. d) Descartada

    No se dice en la entrevista que él quisiera filmar la vida marina: dice que de niño le fascinaban los documentales de Cousteau.

1.20,375 puntos

  1. a) World War II.
  2. b) Large scale exploitation of the sea for food.
  3. c) A large number of scuba diving tourists.
  4. d) Pollution of the sea by documentary filmmakers.
  1. a) Descartada

    La guerra solo marca el momento: durante la Segunda Guerra Mundial «the Mediterranean shores were still full of large fish»; lo que acaba con la vida marina es la industrialización de la pesca posterior.

  2. b) Correcta

    Jordan Scala lo dice así: «The industrialisation of fishing after World War II put the final nail in the coffin of Mediterranean marine life». La causa es la pesca industrial, es decir, la explotación del mar para obtener alimento. Es la segunda opción.

  3. c) Descartada

    No lo dice: el buceo turístico solo aparece como un beneficio para los pescadores de Cabo Pulmo, «diving tourism inside the reserve and better fishing around it», no como causa de la destrucción.

  4. d) Descartada

    No se dice en la entrevista: de los documentales solo dice que le fascinaban de niño.

1.30,375 puntos

  1. a) requested a marine reserve and later benefited from it.
  2. b) opposed the creation of a marine reserve but later benefited from it.
  3. c) catch more fish inside the reserve than before.
  4. d) warn divers about sharks inside the reserve.
  1. a) Correcta

    Jordan Scala cuenta que los pescadores «asked the Mexican government to create a no-fishing area» y que después «those visionary fishermen are better off now». Es la primera opción.

  2. b) Descartada

    Dice lo contrario: no se opusieron, fueron ellos quienes pidieron crear la reserva.

  3. c) Descartada

    Dentro de la reserva no se pesca («a no-fishing area»); la mejora está en el turismo de buceo y en la pesca de alrededor.

  4. d) Descartada

    No se dice en la entrevista: los tiburones solo salen como parte de la recuperación («the return of the large fish and sharks»), sin que nadie avise a los buceadores.

1.40,375 puntos

  1. a) Wild animals have adapted well to changes caused by human activity.
  2. b) Land animals’ habitat has been better protected than that of sea animals.
  3. c) More land is needed to farm pandas, tigers, and elephants.
  4. d) Human activity has removed 90 % of all fish from the ocean.
  1. a) Descartada

    Dice lo contrario: de los mamíferos, «Only four percent is everything else», es decir, lo que no son personas ni animales de granja.

  2. b) Correcta

    Jordan Scala da la cifra de lo protegido: «only seven percent of the ocean and around a fifth of our land has been protected». La tierra está mejor protegida que el mar. Es la segunda opción.

  3. c) Descartada

    Los pandas, tigres y elefantes salen como ejemplo de fauna salvaje, que es una parte muy pequeña de los mamíferos; no habla de criarlos ni de necesitar más tierra.

  4. d) Descartada

    Exagera: dice que se ha eliminado más del 90 % de los peces grandes («over 90 percent of the large fish in the ocean»), no de todos los peces.

1.50,375 puntos

  1. a) Their effectiveness.
  2. b) Their cost.
  3. c) Their long-term existence.
  4. d) Their naturalness.
  1. a) Descartada

    Sí la menciona: son «the best and most efficient technologies to remove carbon from the atmosphere».

  2. b) Descartada

    Sí la menciona: mientras se protejan, «they do the removal for free».

  3. c) Descartada

    Sí la menciona, con otras palabras: dice que «they already exist», es decir, que ya están disponibles.

  4. d) Correcta

    Las ventajas que enumera son su eficacia («the best and most efficient technologies»), que ya existen («they already exist») y que son gratis («they do the removal for free»). Que sean naturales no lo presenta como una ventaja, así que esa es la que no menciona. Es la cuarta opción.

1.60,375 puntos

  1. a) All three objectives are given the same priority everywhere.
  2. b) Protecting 30 % of the ocean is the minimum requirement.
  3. c) Protecting the most biodiverse areas will harm fishing.
  4. d) A new system is used to choose which areas to protect.
  1. a) Correcta

    Jordan Scala explica que elegir las zonas depende del peso que se dé a cada objetivo: «Picking which areas to protect depends on how much we value the different objectives»; dar el mismo peso a los tres es solo una hipótesis («if we gave the same weight to biodiversity, food and carbon»). Por eso es falsa la primera opción.

  2. b) Descartada

    Es verdadera: dice que «the minimum amount of ocean we would need to protect would be 30 percent».

  3. c) Descartada

    Es verdadera, aunque la opción es más tajante que lo que él dice: «Protecting the top areas for biodiversity could result in a loss of fish to catch».

  4. d) Descartada

    Es verdadera: «we developed a new framework to optimize multiple benefits» para elegir las zonas.

1.70,375 puntos

  1. a) is too expensive.
  2. b) requires government subsidies.
  3. c) requires international cooperation.
  4. d) requires the support of polluting industries.
  1. a) Descartada

    Dice lo contrario: el coste es «only a fraction of the money that governments use to subsidise industries that pollute».

  2. b) Descartada

    Habla de subvenciones, pero de las que reciben las industrias contaminantes, y propone «reverse the flow of that money».

  3. c) Correcta

    Jordan Scala insiste en que hace falta cooperar entre países: «Getting governments to work together is essential», y cita una coalición que ya reúne a 66 países. Es la tercera opción.

  4. d) Descartada

    No se dice en la entrevista: las industrias contaminantes solo salen como receptoras de subvenciones, no como un apoyo necesario.

1.80,375 puntos

  1. a) Optimistic and hopeful, focussing on solutions and positive outcomes for the planet.
  2. b) Neutral and scientific, focussing on factual explanations and technical details.
  3. c) Pessimistic and resigned, focussing on the destruction of nature, which is seen as inevitable.
  4. d) Alarmist and fearful, emphasizing the urgency of the environmental crisis.
  1. a) Correcta

    Jordan Scala habla de recuperación y de soluciones: «I have seen this miracle happen in other areas across the ocean» y «We saw it recover in only 10 years». Es la primera opción.

  2. b) Descartada

    Da cifras, pero para defender un plan de acción («we launched a campaign for 30 by 30»), y habla con entusiasmo de lo ya recuperado, así que el tono no es neutro.

  3. c) Descartada

    Habla de destrucción, pero no la ve inevitable: «I thought nature was lost» corresponde a antes de conocer la reserva, y después presenta soluciones.

  4. d) Descartada

    Reconoce el peligro («If we are to prevent a global disaster»), pero no habla con miedo: lo que domina son las soluciones y los resultados ya conseguidos.

Transcripción oficial del audio

Interviewer: Today I am joined by marine ecologist Jordan Scala who is here to tell us about 30 by 30, an ambitious plan to protect our planet. Jordan, what made you want to get started with this plan?

Jordan: When I was a kid growing up in the Mediterranean, I was fascinated by the underwater world that Jacques Cousteau showed us in his documentaries. When he started filming during World War II, the Mediterranean shores were still full of large fish. But when I went to the sea to swim in the '70s, I saw none of that. There were sea urchins at the bottom, but I never saw a large fish. The industrialisation of fishing after World War II put the final nail in the coffin of Mediterranean marine life. I thought nature was lost. Until, in my 20s, I started scuba diving in the Medes Islands marine reserve in Spain. One square kilometre fully protected from fishing and other damaging activities. I still remember that first dive in the reserve. As soon as I put my head underwater, I felt like diving into one of Cousteau's films. What was missing from the sea of my childhood was there: octopus, large fish, seaweed forests. Just a few years of protection had allowed the sea to recover.

Interviewer: Is the Medes Islands marine reserve unique, are there other areas of the sea which have recovered?

Jordan: No, I have seen this miracle happen in other areas across the ocean, like in Cabo Pulmo, Mexico, where local fishermen were so upset about not having enough fish to catch, that in the mid-90s, they asked the Mexican government to create a no-fishing area. A national park in the sea. We surveyed the marine environment then, and the place was an underwater desert. When we returned a decade later, everything had changed. What had been an empty sea was now full of life and colour. We saw it recover in only 10 years, including the return of the large fish and sharks. And those visionary fishermen are better off now. From diving tourism inside the reserve and better fishing around it.

Interviewer: So, there is obviously a strong argument for protecting our seas then.

Jordan: Yes, but today, globally, only seven percent of the ocean and around a fifth of our land has been protected. That means that we have converted most of our planet into a tame environment, where we and our farmed animals represent 96 percent of the mammals. Only four percent is everything else, from pandas to tigers to elephants. And we have removed over 90 percent of the large fish in the ocean in the last century alone.

Interviewer: Last summer saw some of the hottest temperatures in human history, in places that one would expect to be cool, like Canada, Finland and Siberia. I imagine this has played a role in the destruction of the natural environment.

Jordan: This extreme heat kills hundreds of thousands of people. If we are to prevent a global disaster, we need to do two things. As we know, we need to reduce emissions of greenhouse gases to almost zero. But we also need to decrease the excess carbon pollution in the atmosphere and in the ocean. We need nature's help. Because trees, grasslands, and healthy oceans are the best and most efficient technologies to remove carbon from the atmosphere, and they already exist. As long as we protect them, they do the removal for free.

Interviewer: So that’s the solution. Surely, it can’t be that simple.

Jordan: The problem is that nature cannot keep up with us. The biodiversity that is left today is not enough to absorb our impacts any longer. That's why I put together a team of top scientists and economists to answer the question of which areas in the ocean we must protect first. And how much of the ocean do we need to protect? We decided to focus on three objectives: biodiversity, food and carbon storage to help the fight against climate change. If we think of each objective in isolation, there are compromises. Protecting the top areas for biodiversity could result in a loss of fish to catch, for example. To solve that problem, we developed a new framework to optimize multiple benefits. Picking which areas to protect depends on how much we value the different objectives. We found that if we gave the same weight to biodiversity, food and carbon, we would need to protect the right 45 percent of the ocean to maximize the three benefits. We also found that even if we didn't value biodiversity, the minimum amount of ocean we would need to protect would be 30 percent.

Interviewer: But what about land?

Jordan: Similar analysis has been done for the land, also showing 30 percent as a minimum. Armed with this research, we launched a campaign for 30 by 30, meaning at least 30 percent of the planet, land and sea, protected by 2030. Getting governments to work together is essential. Working with the governments of Costa Rica, France and the United Kingdom, we built the High Ambition Coalition for Nature and People, which now has 66 countries, all supporting "30 by 30" as a main target for a global deal on nature.

Interviewer: Some will say, however, that we cannot afford to protect our natural world. What do you say to that?

Jordan: I understand that the idea of protecting a third of our land and ocean may feel threatening to those who see only the short-term profits of their destruction. But let's look at the numbers. A study has put the cost of protecting 30 percent of the planet at about 140 billion dollars a year. That's only a fraction of the money that governments use to subsidise industries that pollute our air, damage our land and empty our ocean. We need to reverse the flow of that money from funding the destruction of our life support system to preserving it.

Interviewer: Thank you, Jordan.

Adapted from:

Sala, E. Enric Sala: A bold plan to protect 30 percent of the Earth’s surface and ocean floor. TED Talk.

https://www.ted.com/talks/enric_sala_a_bold_plan_to_protect_30_percent_of_the_earth_s_surface_and_ocean_floor

Enunciado: Generalitat de Catalunya, Consell Interuniversitari de Catalunya, Oficina d’Accés a la Universitat. PAU de Inglés 2025, convocatoria ordinaria. La imagen es el examen oficial tal cual y el texto lo reproduce; las explicaciones y las respuestas modelo son de EducaIA. Consultado el 7 de noviembre de 2026; el documento no declara fecha de última actualización.

El examen entero, resueltoExamen (PDF)Pauta de corrección (PDF)Reutilizado según el aviso legal de la Generalitat

2025Convocatoria extraordinaria · Serie 3 · Ejercicio 1Part 1: Listening comprehension, an interview about subtitling as a learning tool

3 puntosCoincide con la pauta
Enunciado oficial
Enunciado oficialEste examen solo se publicó en inglés.

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]

Audio oficial

Audio oficial de la comprensión oral: Generalitat de Catalunya, Eureka, biblioteca digital (registro 811). Licencia CC BY-NC-SA 4.0. Registro en Eureka

Elige tu opción y abre la respuesta para compararla.

1.10,375 puntos

  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 se dice en la entrevista: el proyecto lleva a los colegios a talleres en «universities, museums and all kinds of cultural places», no a descubrir aprendizajes inesperados en la ciudad.

  2. b) Descartada

    El objetivo que da sobre el alemán es otro: «to get them interested in German as a foreign language», es decir, despertar el interés, no mejorar su nivel.

  3. c) Correcta

    Margarita explica que el proyecto quería que los alumnos de distintos colegios vieran cómo es la universidad: «to show them how it feels to be at university and what we do». Es la tercera opción.

  4. d) Descartada

    Es la idea general del proyecto, llevar a los colegios a talleres en «universities, museums and all kinds of cultural places», pero en el taller del que habla Margarita el fin era otro: «to show them how it feels to be at university».

1.20,375 puntos

  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 se dice en la entrevista: no compara distancias entre Alemania, el Reino Unido y Polonia.

  2. b) Correcta

    Margarita dice que los alumnos quieren aprender inglés porque «they listen to English music and watch English YouTubers», y que con el alemán «It’s not that easy». Es la segunda opción.

  3. c) Descartada

    No se dice en la entrevista: no compara el alemán y el inglés con el polaco ni dice cuál se le parece más.

  4. d) Descartada

    No se dice en la entrevista: no habla de los recursos de los colegios; los motivos que da son la motivación y lo que los alumnos ven y escuchan fuera de clase.

1.30,375 puntos

  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

    Es al revés: primero ven el vídeo y contestan preguntas, y «After that, we started working on subtitles».

  2. b) Descartada

    Los únicos subtítulos que les da son en alemán, «I provided them with German subtitles that I prepared»; los equivalentes en polaco los buscan ellos.

  3. c) Correcta

    Margarita cuenta que, tras ver el vídeo, «I asked them questions about who they thought the good and the bad characters in this film were, the general atmosphere». Es la tercera opción.

  4. d) Descartada

    No es lo que cuenta: dice que la idea era que tradujeran ellos, «the idea was for them to translate something without really knowing the language that well».

1.40,375 puntos

  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 se dice en la entrevista: no da una lista de frases comunes; lo que subraya en los subtítulos que prepara son «some of the phrases that they should look up as a unit».

  2. b) Correcta

    Margarita dice que dividió a la clase en grupos porque su nivel de alemán era demasiado bajo: «I divided them into a couple of groups because their level of German was too low for individual work», y cada grupo trabajó en una escena. Es la segunda opción.

  3. c) Descartada

    Las preguntas que hace son sobre los personajes y el ambiente, y no dice que fueran muy fáciles ni en alemán; la confianza de la clase viene de que «they were able to answer all the questions».

  4. d) Descartada

    No dice que el diálogo fuera sencillo: solo que eligió «a German video that I thought would be manageable for them to subtitle», y lo que subraya son expresiones hechas para buscarlas enteras.

1.50,375 puntos

  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

    Es lo contrario: los anima a «not to go word-for-word».

  2. b) Correcta

    Margarita explica que subraya frases para que los alumnos no vayan palabra por palabra y vean las ideas enteras: «not just translating each word, but an idea», es decir, traducir teniendo en cuenta el contexto. Es la segunda opción.

  3. c) Descartada

    No se dice en la entrevista: no habla de que los subtítulos se lean mejor; subraya frases que los alumnos «should look up as a unit», es decir, buscar enteras.

  4. d) Descartada

    Los giros subrayados son expresiones hechas de los subtítulos en alemán, para las que tienen que «come up with Polish equivalents»; no se dan ejemplos de modismos polacos.

1.60,375 puntos

  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 cuenta que, al ver sus nombres en los créditos, «they started cheering»: se alegraron y se emocionaron. Es la primera opción.

  2. b) Descartada

    No se dice en la entrevista: no habla de incredulidad, sino de que lo celebraron.

  3. c) Descartada

    Dice lo contrario: reaccionan con alegría, no con ansiedad ni incomodidad.

  4. d) Descartada

    No se dice en la entrevista que presumieran de su trabajo: lo de «a really good job» es la opinión de Margarita, no una reacción de los alumnos.

1.70,375 puntos

  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

    Lo de interactivo se refiere al contenido que los alumnos pueden crear («any kind of content that is interactive»), no a que interactúen con otras personas.

  2. b) Correcta

    Margarita dice que a los alumnos les gustan los materiales audiovisuales porque los conocen bien: «they are on TikTok all the time». Es la segunda opción.

  3. c) Descartada

    No se dice en la entrevista: la clase fue agradable porque había «an immediate result to what they were doing», pero no lo da como motivo del atractivo de los materiales audiovisuales.

  4. d) Descartada

    No los compara: dice que no ve «any disadvantage to using traditional materials at school».

1.80,375 puntos

  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 se dice en la entrevista: entre las dos cosas que quiere que cuenten no está compararlo con el inglés ni que se necesiten habilidades técnicas.

  2. b) Descartada

    No se dice en la entrevista: no habla de traducir a varios idiomas; sus dos mensajes son otros.

  3. c) Correcta

    Margarita espera que cuenten dos cosas: que «they had fun subtitling and translating from German» y que «subtitling is not just translating words, but ideas». Es la tercera opción.

  4. d) Descartada

    No se dice en la entrevista: no afirma que los subtítulos faciliten aprender idiomas desconocidos.

Transcripción oficial del audio

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/

Enunciado: Generalitat de Catalunya, Consell Interuniversitari de Catalunya, Oficina d’Accés a la Universitat. PAU de Inglés 2025, convocatoria extraordinaria. La imagen es el examen oficial tal cual y el texto lo reproduce; las explicaciones y las respuestas modelo son de EducaIA. Consultado el 7 de noviembre de 2026; el documento no declara fecha de última actualización.

El examen entero, resueltoExamen (PDF)Pauta de corrección (PDF)Reutilizado según el aviso legal de la Generalitat

2024Convocatoria ordinaria · Serie 1 · Ejercicio 1Part 1: Listening comprehension, an interview with a Michelin-starred chef

3 puntosCoincide con la pauta
Enunciado oficial
Enunciado oficialEste examen solo se publicó en inglés.

MICHAEL SMITH: A MICHELIN-STARRED CHEF FROM THE SCOTTISH HIGHLANDS

In this radio programme you are going to hear some new words. Read and listen to them. Make sure you know what they mean.

accolades: reconeixements / reconocimientos
larder: rebost / despensa
to go for a wander: passejar / pasear

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 In which of the following restaurants has Michael Smith NOT worked?

[0.375 points]

1.2 Where did Michael Smith work in a kitchen for the first time?

[0.375 points]

1.3 Did Michael Smith work in any restaurant kitchens outside Scotland?

[0.375 points]

1.4 Which of the following statements is TRUE?

[0.375 points]

1.5 How long did it take Smith to open his own restaurant after his arrival at Skye?

[0.375 points]

1.6 Did he open his new restaurant on Skye?

[0.375 points]

1.7 What does Dolores think about Smith’s restaurant?

[0.375 points]

1.8 Which of the following best summarises Smith’s view of his job?

[0.375 points]

Audio oficial

Audio oficial de la comprensión oral: Generalitat de Catalunya, Eureka, biblioteca digital (registro 338). Licencia CC BY-NC-SA 4.0. Registro en Eureka

Elige tu opción y abre la respuesta para compararla.

1.10,375 puntos

  1. a) The Three Chimneys.
  2. b) The Three Witches.
  3. c) Loch Bay.
  4. d) Blue Print Café.
  1. a) Descartada

    Sí trabajó en él: «Michael Smith became head chef of The Three Chimneys restaurant».

  2. b) Correcta

    Es una pregunta de exclusión: hay que encontrar el restaurante que no aparece en la entrevista. The Three Witches no se nombra en ningún momento, mientras que los otros tres sí, por ejemplo: «Michael earned a Michelin star in 2014 as Chef Director of The Three Chimneys».

  3. c) Descartada

    Sí trabajó en él: «In early 2016, Michael opened his own restaurant, Loch Bay».

  4. d) Descartada

    Sí trabajó en él: «He spent 4 years as Senior Chef with Jeremy Lee at Blue Print Café».

1.20,375 puntos

  1. a) In the capital of Scotland.
  2. b) On the west coast of Scotland.
  3. c) In a village close to the Scottish Highlands.
  4. d) In his hometown.
  1. a) Descartada

    Inverness es «the capital of the Highlands», la capital de las Highlands, no la de Escocia.

  2. b) Descartada

    Allí empezó más tarde: «this decision was reinforced in 1988 when he started working in the kitchens of Arisaig House on the west coast of Scotland».

  3. c) Descartada

    No se dice en la entrevista que empezara en un pueblo cercano a las Highlands.

  4. d) Correcta

    Dolores lo dice al hablar de su origen: «He’s from Inverness, the capital of the Highlands, and it was there that he first started working in the kitchen of a local restaurant when he was 15». Su ciudad natal es Inverness.

1.30,375 puntos

  1. a) No, although he considered moving to London.
  2. b) No, he always worked in the Highlands and in Glasgow.
  3. c) Yes, he spent four years in London.
  4. d) Yes, he spent a few years at a café in France.
  1. a) Descartada

    Dice lo contrario: «After that he moved to London.», no solo lo pensó.

  2. b) Descartada

    Dice lo contrario: «After that he moved to London.» y luego «He then decided to move back to Scotland», así que no trabajó siempre en las Highlands y Glasgow.

  3. c) Correcta

    Dolores explica que se fue a Londres y cuánto tiempo estuvo allí: «He spent 4 years as Senior Chef with Jeremy Lee at Blue Print Café».

  4. d) Descartada

    No se dice que trabajara en Francia: el Blue Print Café estaba en Londres, y «classic French influences» solo describe la comida de Loch Bay.

1.40,375 puntos

  1. a) Shirley Spear offered Smith the opportunity to work at The Three Chimneys.
  2. b) Smith did not want to work on Skye, because he felt it was very remote.
  3. c) Smith was looking for opportunities to work on Skye and contacted Shirley Spear to get advice.
  4. d) Smith’s wife went to check Skye out, because she was unsure about the new lifestyle for her family.
  1. a) Correcta

    Dolores cuenta que Spear le hizo la propuesta: «Shirley asked him about the possibility of taking over from her in the kitchen».

  2. b) Descartada

    Dice lo contrario: «they felt it was both a fantastic professional opportunity and lifestyle choice for their young family».

  3. c) Descartada

    No fue él quien buscó: «he had a chance meeting with Shirley Spear», un encuentro casual en Glasgow.

  4. d) Descartada

    Fueron los dos a ver la isla y les gustó: «Smith and his wife Laurence went to Skye to check the island out. They loved it».

1.50,375 puntos

  1. a) Thirteen years.
  2. b) Fifteen years.
  3. c) Eleven years.
  4. d) Sixteen years.
  1. a) Descartada

    No aparece ninguna cifra de trece años en la entrevista.

  2. b) Descartada

    El 15 es la edad a la que empezó a trabajar en una cocina («when he was 15»), no el tiempo que tardó en abrir su restaurante.

  3. c) Correcta

    Primero estuvo en The Three Chimneys y después abrió el suyo: «The adventure went well and he stayed at The Three Chimneys for 11 years», y «he accomplished that in early 2016 with Loch Bay».

  4. d) Descartada

    No se dice en la entrevista: el 2016 es el año en que abre Loch Bay, no una duración.

1.60,375 puntos

  1. a) Yes, because he was happy with his life on the isle.
  2. b) Yes, but only because his kids asked him to do so.
  3. c) No, because his wife and children wanted to discover new places.
  4. d) Yes, because it had always been his dream to open a restaurant on Skye.
  1. a) Correcta

    Dolores da el motivo: «he also wanted to stay on Skye as he had been very happy there and his kids had grown up there».

  2. b) Descartada

    No se dice en la entrevista que sus hijos se lo pidieran: quien quería quedarse era él.

  3. c) Descartada

    Dice lo contrario: Loch Bay está «Situated in Stein in the Waternish peninsula of Skye». Lo de descubrir sitios nuevos es solo una afición de la familia.

  4. d) Descartada

    Su sueño era tener su propio restaurante, no que estuviera en Skye: «it had been his dream to have his own place».

1.70,375 puntos

  1. a) She thinks it is a pity that they serve simple food, such as chips.
  2. b) She would prefer it to combine local products with international food.
  3. c) She thinks the presentation of dishes could be improved.
  4. d) She thinks it is appreciated by local people.
  1. a) Descartada

    Dolores no lamenta que sirvan patatas fritas: lo cuenta como algo que los vecinos celebran.

  2. b) Descartada

    Dolores describe la cocina como «combining local, seasonal ingredients» y no dice que preferiría comida internacional.

  3. c) Descartada

    Dolores elogia la presentación: «a beautiful but simple presentation».

  4. d) Correcta

    Dolores dice: «It is still a restaurant where locals go and they’re very happy to have a Michelin-starred restaurant on their doorstep that also serves chips».

1.80,375 puntos

  1. a) He prefers to get help in the kitchen to be able to enjoy the atmosphere of the restaurant.
  2. b) He likes to do the cooking and sees a Michelin star as the result of combining good products and a lively atmosphere.
  3. c) Sometimes he gets annoyed by the other people working and eating at the restaurant.
  4. d) He says being a chef is a rewarding profession since the job can be recognised with prizes such as a Michelin star.
  1. a) Descartada

    Solo se dice que han contratado a alguien hace poco («They have only just hired someone to help in the kitchen lately»), no que lo prefiera para disfrutar del ambiente.

  2. b) Correcta

    Smith sigue cocinando («He has been at the stoves every day since the restaurant has been open») y la estrella es un resultado de buenos productos en un entorno precioso: «from fantastic local produce in a beautiful environment»; además, le gusta oír el sonido de «a lively and happy restaurant».

  3. c) Descartada

    No se dice en la entrevista que le molesten: le gusta «the camaraderie, the excitement of service».

  4. d) Descartada

    Smith dice que la estrella es «just a very happy by-product», no el motivo por el que el trabajo es gratificante.

Transcripción oficial del audio

Interviewer: Michael Smith became head chef of The Three Chimneys restaurant achieving considerable critical acclaim. His style of gastronomy inspired by Scottish tradition and classical techniques has received many accolades. Among them, The Three Chimneys was named by New York Times food critic, Frank Bruni, as one of his top 5 destinations in the world. Michael earned a Michelin star in 2014 as Chef Director of The Three Chimneys. In early 2016, Michael opened his own restaurant, Loch Bay. Situated in Stein in the Waternish peninsula of Skye, the small restaurant is described as serving “contemporary Scottish food with classic French influences”. Dolores Hill is with us today to let us know a bit more about this renowned Scottish chef. She is a biographer and is currently working on a book about Smith. How did you become interested in Michael Smith’s life?

Dolores: I’d eaten at The Three Chimneys various times when he was head chef and I ate at Loch Bay just after it opened. All the meals were sumptuous and some of the dishes still stand out in my mind. As a writer I felt that I had to learn more about the person behind those dishes.

Interviewer: Can you start by telling us who he is, how he became a chef and about his early career?

Dolores: Sure. Smith defines himself as a ‘simple Highland boy’. He’s from Inverness, the capital of the Highlands, and it was there that he first started working in the kitchen of a local restaurant when he was 15. From then on, he quickly decided to pursue a career as a chef and this decision was reinforced in 1988 when he started working in the kitchens of Arisaig House on the west coast of Scotland, where he stayed for 3 years. After that he moved to London. He spent 4 years as Senior Chef with Jeremy Lee at Blue Print Café. He then decided to move back to Scotland, working in and opening up some of Glasgow’s best restaurants.

Interviewer: How did he end up on Skye?

Dolores: While he was working in Glasgow he had a chance meeting with Shirley Spear, who as you know was Chef at The Three Chimneys restaurant. Shirley asked him about the possibility of taking over from her in the kitchen. So, Smith and his wife Laurence went to Skye to check the island out. They loved it, they felt it was both a fantastic professional opportunity and lifestyle choice for their young family. The adventure went well and he stayed at The Three Chimneys for 11 years. He continued to maintain and enhance the reputation of the Three Chimneys, creating and perfecting dishes that reflected the restaurant’s surroundings, specifically utilising as much of the superb Skye and Scottish natural larder as possible.

Interviewer: What made him move on to set up his own restaurant?

Dolores: Since he first started to work in local restaurants at the age of 15 it had been his dream to have his own place and he accomplished that in early 2016 with Loch Bay. While he wanted to set up his own restaurant he also wanted to stay on Skye as he had been very happy there and his kids had grown up there. Smith, his wife and children love the Highlands of Scotland. They are never afraid to go for a wander to discover new places and meet people there.

Interviewer: For those who are yet to visit, how would you describe Smith’s restaurant?

Dolores: The restaurant is small, welcoming and full of charm. They offer a 5-course seafood degustation and a set 3-course meal. It is contemporary Scottish cuisine, combining local, seasonal ingredients, perfect cooking and a beautiful but simple presentation. It is still a restaurant where locals go and they’re very happy to have a Michelin-starred restaurant on their doorstep that also serves chips.

Interviewer: It’s a fantastic achievement to get a Michelin star after only 18 months of opening. What was Smith’s reaction?

Dolores: In one of my interviews for the book, Smith told me that the Michelin star is just a very happy by-product of creating great food, from fantastic local produce in a beautiful environment. For a small restaurant, it is an important achievement.

Interviewer: Does Smith enjoy his daily routine as a chef?

Dolores: I guess so! He has been at the stoves every day since the restaurant has been open. They have only just hired someone to help in the kitchen lately. Smith says that being a chef is a very rewarding profession. He likes the camaraderie, the excitement of service, and being able to be creative. He thinks that a restaurant is an organic living entity, so there are lots of moving parts and a chef and his team are only as good as their last service. If he has time, he likes to take a moment during service to hear the sound of a lively and happy restaurant.

Interviewer: We will need to go to Smith’s restaurant to get a real slice of traditional Scottish food!

Dolores: Yes! Do let me know when you’re going! I would love to join you!

Adapted from: Away from the Ordinary (May 25, 2018). Interview with a Michelin starred chef: Michael Smith. https://awayfromtheordinary.com/2018/05/25/interview-michelin-starred-chef-michael-smith-skye/ MyCityLifeTV (August 3, 2011). Chef Michael Smith. https://www.youtube.com/watch?v=ZPcy04GQSLI

Enunciado: Generalitat de Catalunya, Consell Interuniversitari de Catalunya, Oficina d’Accés a la Universitat. PAU de Inglés 2024, convocatoria ordinaria. La imagen es el examen oficial tal cual y el texto lo reproduce; las explicaciones y las respuestas modelo son de EducaIA. Consultado el 7 de noviembre de 2026; el documento no declara fecha de última actualización.

El examen entero, resueltoExamen (PDF)Pauta de corrección (PDF)Reutilizado según el aviso legal de la Generalitat

2024Convocatoria ordinaria · Serie 5 · Ejercicio 1Part 1: Listening comprehension, an interview about K-pop

3 puntosCoincide con la pauta
Enunciado oficial
Enunciado oficialEste examen solo se publicó en inglés.

K-POP, MORE THAN JUST A MUSIC STYLE

In this radio programme you are going to hear some new words. Read and listen to them. Make sure you know what they mean.

billboard charts: llistes d’èxits musicals / listas de éxitos musicales
vacuum: buit / vacío
boot camp: camp d’entrenament / campo de entrenamiento
pervades: impregna
a bill was passed: una llei va ser aprovada / una ley fue aprobada
infringement: infracció / infracción

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 Which of the following statements about K-pop is NOT mentioned in the interview?

[0.375 points]

1.2 Why does Chris think K-pop is so popular these days?

[0.375 points]

1.3 When did Chris start being academically interested in K-pop?

[0.375 points]

1.4 Which of these aspects of K-pop is Chris investigating at the moment?

[0.375 points]

1.5 Why does Chris believe that K-pop is so influential all over the world?

[0.375 points]

1.6 What has changed a lot in the last five years?

[0.375 points]

1.7 If young people would like to become a K-pop idol, they must

[0.375 points]

1.8 Which of the following is NOT mentioned in the law to protect K-pop idols?

[0.375 points]

Audio oficial

Audio oficial de la comprensión oral: Generalitat de Catalunya, Eureka, biblioteca digital (registro 338). Licencia CC BY-NC-SA 4.0. Registro en Eureka

Elige tu opción y abre la respuesta para compararla.

1.10,375 puntos

  1. a) It makes a lot of money.
  2. b) It is usually on top of music charts.
  3. c) BTS, a famous K-pop band, broke a record on Spotify.
  4. d) Its fans prefer K-pop concerts to online music.
  1. a) Descartada

    Sí se menciona: K-pop «generates billions of dollars».

  2. b) Descartada

    Sí se menciona: «K-pop now frequently tops the billboard charts».

  3. c) Descartada

    Sí se menciona: BTS son «the most-listened-to group in Spotify history».

  4. d) Correcta

    La entrevista habla de «fiercely dedicated online followers», pero en ningún momento compara los conciertos con la música en línea ni dice qué prefieren los fans.

1.20,375 puntos

  1. a) K-pop leaves behind boy and girl bands.
  2. b) K-pop substitutes boy and girl bands.
  3. c) K-pop taps into ethnicity and race.
  4. d) K-pop is only followed by Asian Americans.
  1. a) Descartada

    Al revés: lo que dejaron atrás las modas occidentales fue un vacío, y el K-pop lo llena.

  2. b) Correcta

    Chris recuerda los grupos de antes («New Kids on the Block, Spice Girls or One Direction») y dice: «I think K-pop really hits kind of a vacuum that Western pop cultural trends left behind». El K-pop ocupa el lugar de esos grupos.

  3. c) Descartada

    Lo de la raza y la etnia es un interés suyo como investigadora («I’ve always been interested in race and ethnicity and Asian Americans»), no la razón de su popularidad.

  4. d) Descartada

    Dice lo contrario: el entrevistador dice «now it belongs to the whole world» y Chris contesta «I couldn’t agree more».

1.30,375 puntos

  1. a) When K-pop artists appeared on the Internet.
  2. b) Just after lockdown, when she was on a leave.
  3. c) When she was studying race during the Covid lockdown.
  4. d) After watching some K-pop videos for entertainment.
  1. a) Descartada

    No se dice en la entrevista cuándo aparecieron los artistas en internet.

  2. b) Descartada

    Fue durante el confinamiento, no después, y por estar en casa: «being stuck at home set the stage for having time to watch more K-pop videos». No se habla de ninguna baja.

  3. c) Descartada

    No se dice que estudiara la raza durante el confinamiento: entonces veía los vídeos por diversión, «At first, I was just watching them for fun».

  4. d) Correcta

    Primero los veía por diversión, «At first, I was just watching them for fun», y después decidió estudiarlo: «I knew that K-pop was important, so I started investigating the phenomenon».

1.40,375 puntos

  1. a) The influence of K-pop artists on their fans and followers.
  2. b) The link between different types of music genres and K-pop.
  3. c) Whether K-pop fans may have a say in politics.
  4. d) All statements are correct.
  1. a) Descartada

    Es cierto, pero no es la única: por eso la respuesta es «All statements are correct». Además estudia cómo cambió la conversación tras el mensaje de BTS: «how the conversation about the shootings before and after they tweeted changed».

  2. b) Descartada

    Sí, estudia las relaciones con otros géneros: «K-pop has links to many different genres».

  3. c) Descartada

    Sí, lo menciona: «they may be ready to take political action».

  4. d) Correcta

    Chris cita varias líneas de trabajo, y las tres opciones aparecen: «we are studying the link between 80s synth-pop and current K-pop», el análisis de los mensajes en Twitter y la acción política de los fans.

1.50,375 puntos

  1. a) The press interviews K-pop artists and publishes their concert dates.
  2. b) K-pop followers are mainly Asian who are not racist.
  3. c) K-pop draws attention to Asian people.
  4. d) K-pop artists were against xenophobia.
  1. a) Descartada

    La prensa los sacó en portada, pero no se habla de entrevistas ni de fechas de conciertos: «They were on the cover of Time magazine, every major publication».

  2. b) Descartada

    No se dice que sus seguidores sean sobre todo asiáticos.

  3. c) Correcta

    Chris dice: «Asians were visible! BTS made Asian faces more visible».

  4. d) Descartada

    No es la razón de su influencia que da Chris: ella habla de visibilidad y de cómo reaccionaron los fans, «their fans would jump on anyone who did anything to them».

1.60,375 puntos

  1. a) K-pop fans are protecting their artists from the press.
  2. b) A president of the United States went to a K-pop concert.
  3. c) Asian artists are popular enough to appear in the news.
  4. d) People make fun of Asian Americans.
  1. a) Descartada

    Los fans protegen a los artistas de quienes los atacan, no de la prensa: de hecho, la prensa cubre lo que pasa.

  2. b) Descartada

    No fue a un concierto: «President Biden invited them to the White House».

  3. c) Correcta

    Chris lo dice así: «that gets elevated to the news is a big deal», y añade «These are all things I would have had trouble imagining even just five years ago».

  4. d) Descartada

    Eso es algo que ella y otros investigadores «have observed over time»; no es un cambio de los últimos cinco años.

1.70,375 puntos

  1. a) go for an audition and then attend training courses on diets and competition.
  2. b) have their pictures taken in their acting or singing classes and study a lot.
  3. c) criticize the classmates who are not doing well enough in their classes after tiring timetables.
  4. d) work extremely hard and under a lot of pressure, which is something accepted in Korean culture.
  1. a) Descartada

    Las clases son de actuación, canto y baile, no de dietas: «You go to your acting class, you go to your singing class, you go to your dance class».

  2. b) Descartada

    No se dice que les hagan fotos en las clases: la prueba de cámara forma parte del control de la imagen, «you get camera tested on every angle».

  3. c) Descartada

    No se dice en la entrevista que critiquen a sus compañeros.

  4. d) Correcta

    Chris explica la presión de los centros de entrenamiento: «that kind of competitive pressure pervades Korean culture».

1.80,375 puntos

  1. a) Going to school is mandatory.
  2. b) Training hours are limited according to age.
  3. c) The number of working hours per day is limited according to age.
  4. d) The maximum amount they can legally earn.
  1. a) Descartada

    Sí se menciona: «So, K-pop teenagers must attend school».

  2. b) Descartada

    Sí se menciona: la ley limita por edad las horas semanales de trabajo, que incluyen la actividad de los idols: «Those aged 12 to 15 are allowed 30 hours a week».

  3. c) Descartada

    Sí se menciona: «both of these age groups are limited to 7 hours a day».

  4. d) Correcta

    Chris dice que la ley busca proteger de la explotación y «reinforce financial transparency», pero no habla de ningún tope de ingresos.

Transcripción oficial del audio

Interviewer: South Korea is known for its festivals, some of which have been celebrated since the 16th century. Due to its rich history, there are also many traditional buildings, such as Buddhist temples and huge palaces. But among young people, South Korea is famous for K-pop. Early in the pandemic, sociologist Chris Resa began watching K-pop videos, largely for fun. Now she’s exploring the societal impact of the popular genre. Good morning, Chris.

Chris: Good morning. A pleasure to be here.

Interviewer: Well Chris, K-pop stands for Korean Pop but now it belongs to the whole world as it has transformed into a global cultural phenomenon. Is it true?

Chris: I couldn’t agree more. During the 1990s, it was a musical subculture popular in South Korea but K-pop now frequently tops the billboard charts, attracts fiercely dedicated online followers, and generates billions of dollars. Its best-known artists, the boy band BTS, were nominated in three different categories at the Grammy Awards last year, and they are the most-listened-to group in Spotify history.

Interviewer: UCLA professor Yao Kim, who has also written about the K-pop phenomenon, said, "It's way more than music. It is a total entertainment that incorporates choreography, fashion and lifestyle.” Do you agree?

Chris: Sure. We used to have very prominent boy bands and girl groups, such as New Kids on the Block, Spice Girls or One Direction. I think K-pop really hits kind of a vacuum that Western pop cultural trends left behind.

Interviewer: Chris, as a Professor of Sociology and Professor of ethnicity, race, and migration in Yale’s Faculty of Arts and Sciences, you have done research on why the genre’s rise has been important to so many Asian Americans. You have said that watching a TV programme on Saturday Night Live changed your view of K-pop. How did that performance turn your personal interest in K-pop into an academic one?

Chris: I saw that performance, and it stayed in the back of my mind. Then, when we were on lockdown because of COVID, being stuck at home set the stage for having time to watch more K-pop videos. At first, I was just watching them for fun. I knew K-pop was something important, but I didn’t know anything about it. I thought “I should educate myself on this.” I’ve always been interested in race and ethnicity and Asian Americans. I knew that K-pop was important, so I started investigating the phenomenon.

Interviewer: What kind of research are you doing?

Chris: My colleagues and I, we are studying the link between 80s synth-pop and current K-pop. Others have argued that K-pop borrows heavily from American Black music. And it’s true, but we’re arguing that K-pop has links to many different genres (black music, synth pop, hip hop, new wave synth, even reggae). In another project, with two data scientists, we’re looking at Twitter data related to a tweet that BTS posted in 2021, about a week after a gunman in Atlanta murdered eight women, including six of Asian descent. K-pop fans are really well organized, and they may be ready to take political action. K-pop is extremely influential. So, we’re looking at how the conversation about the shootings before and after they tweeted changed.

Interviewer: Why do you think K-pop is so influential? I mean, yeah, they are really popular in Korea but what about the States, for example? Do you think that K-pop may have a role in American society?

Chris: Sure! Think about this. BTS performed on Saturday Night Live, NBC's Emmy-winning late-night comedy showcase. Especially people my age in their mid-thirties, we had never seen a bunch of East Asian people on the stage singing in a non-English, non-Western language. I knew that was an important moment regardless of whether or not you like the music or the performance. Asians were visible! BTS made Asian faces more visible. They were on the cover of Time magazine, every major publication. They were everywhere. But it also brought up questions of xenophobia. People were making fun of them because of how they looked. At the time, there was also the extra baggage that comes with being Asian. But any time BTS were attacked, because their fandom is so big and so passionate, their fans would jump on anyone who did anything to them. Then journalists would cover it, and suddenly there were all these stories about how you shouldn’t be racist against Asians.

Interviewer: Are you saying that BTS fans could stop xenophobia?

Chris: Well, many of us who study Asian Americans have observed over time that it often seems acceptable for people to make fun of Asian things. Now, BTS fans are protecting them, and that that gets elevated to the news is a big deal. President Biden invited them to the White House. These are all things I would have had trouble imagining even just five years ago.

Interviewer: I have heard that many fans would like to become K-pop idols themselves. But that’s not easy at all.

Chris: Right. Many go for an audition. If you're chosen, you'll spend up to ten years in South Korea's K-pop training centres, operated by the entertainment companies. It's kind of like a boot camp. You go to your acting class, you go to your singing class, you go to your dance class. Your appearance will also be managed: you get camera tested on every angle, hair and makeup. They change up different hairstyles, different colours.

Interviewer: Is there a dark side to it?

Chris: When there's a good side, there's always going to be a bad side. It was a pressure of success. While the training camps may sound intense to Americans, that kind of competitive pressure pervades Korean culture. I'm not sure that it's unique to K-pop. It's a societal thing in Korea. There is a lot of pressure on doing well in school. They're all up until whatever time at night, like, studying, doing the work. There is this idea of wanting to do your best, and not disappointing others.

Interviewer: I see...but if K-pop idols are often put on extremely strict diets, strenuous training schedules, and are heavily scrutinized, ... no one, no adults criticize this situation?

Chris: Well, in fact, last year a bill was passed amidst rising concerns from the public about the health and safety of minors in the highly demanding Korean entertainment industry, as companies continue to debut K-pop idols at younger ages. It is a bill to protect underage K-pop idols from exploitation and it is meant to reinforce financial transparency. Previously, entertainers under the age of 15 could work up to 35 hours a week, while those older than 15 were allowed 40 hours a week. Now, entertainers under the age of 12 can only work a maximum of 25 hours a week, up to 6 hours a day. Those aged 12 to 15 are allowed 30 hours a week, while those above the age of 15 can work 35 hours a week, both of these age groups are limited to 7 hours a day. What is more, the law also prohibits any infringement of underage entertainers' rights to education by forcing them to be absent from or drop out of school. So, K-pop teenagers must attend school.

Interviewer: I see that things are changing for the better. Well, Chris, we do not have time for more. Thanks for your interesting insights into K-pop.

Chris: Thank you.

Adapted from: The rise of K-pop, and what it reveals about society and culture, Yale News, Caroline Huber (August 21, 2023) https://news.yale.edu/2023/08/21/rise-k-pop-and-what-it-reveals-about-society-and-culture

Enunciado: Generalitat de Catalunya, Consell Interuniversitari de Catalunya, Oficina d’Accés a la Universitat. PAU de Inglés 2024, convocatoria ordinaria. La imagen es el examen oficial tal cual y el texto lo reproduce; las explicaciones y las respuestas modelo son de EducaIA. Consultado el 7 de noviembre de 2026; el documento no declara fecha de última actualización.

El examen entero, resueltoExamen (PDF)Pauta de corrección (PDF)Reutilizado según el aviso legal de la Generalitat

2024Convocatoria extraordinaria · Serie 3 · Ejercicio 1Part 1: Listening comprehension, an interview with a music producer

3 puntosCoincide con la pauta
Enunciado oficial
Enunciado oficialEste examen solo se publicó en inglés.

MAKING MUSIC AFTER BRAIN SURGERY

In this radio programme you are going to hear some new words. Read and listen to them. Make sure you know what they mean.

garnered: va recollir, va generar / recogió, generó
put that on ice: posposar / posponer
swirling: fent voltes / dando vueltas

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 Tokimonsta

[0.375 points]

1.2 When did she start making music again?

[0.375 points]

1.3 Where does the name Tokimonsta come from?

[0.375 points]

1.4 Does she regret having this name?

[0.375 points]

1.5 How did Tokimonsta learn to make electronic music?

[0.375 points]

1.6 How does she create electronic music?

[0.375 points]

1.7 Why does Tokimonsta use field recordings?

[0.375 points]

1.8 Which of the following best summarizes Tokimonsta’s view of music after her recovery?

[0.375 points]

Audio oficial

Audio oficial de la comprensión oral: Generalitat de Catalunya, Eureka, biblioteca digital (registro 337). Licencia CC BY-NC-SA 4.0. Registro en Eureka

Elige tu opción y abre la respuesta para compararla.

1.10,375 puntos

  1. a) is the nickname for Tom Mosley.
  2. b) helped out at a doctor’s surgery.
  3. c) cannot understand sound.
  4. d) had a turning point in her career.
  1. a) Descartada

    Tom Mosley es el entrevistador: «I'm Tom Mosley», y Tokimonsta es «Jennifer Lee, better known as Tokimonsta».

  2. b) Descartada

    Aquí «surgery» son las operaciones, no una consulta: «a rare brain disease that required two surgeries». No se dice que ayudara en una consulta.

  3. c) Descartada

    Dice lo contrario: solo fue «temporarily unable to understand sound or speak»; luego se recuperó.

  4. d) Correcta

    El entrevistador presenta su enfermedad como el momento en que cambia su historia: «Tokimonsta came into her own story through a near-death experience». Tras la operación, además, hace uno de sus álbumes más personales.

1.20,375 puntos

  1. a) At the 2019 Grammy awards.
  2. b) Briefly after she got over her operation.
  3. c) Just before the Grammy awards.
  4. d) Immediately after her operation.
  1. a) Descartada

    La candidatura de 2019 fue el resultado del álbum, no el momento en que volvió: «which garnered a 2019 Grammy nomination for best dance electronic album».

  2. b) Correcta

    El entrevistador lo dice así: «Just two months after her recovery from brain surgery, Tokimonsta pushed herself to make music again».

  3. c) Descartada

    El audio solo menciona la nominación al Grammy como consecuencia del álbum; no sitúa su regreso justo antes de los premios.

  4. d) Descartada

    Dice lo contrario: tras la operación quedó «temporarily unable to understand sound or speak» y volvió a hacer música dos meses después de recuperarse.

1.30,375 puntos

  1. a) It was a chat name she picked when she was 16.
  2. b) It means ‘brain surgery’ in Korean.
  3. c) It was a name her family gave her when she was 16.
  4. d) It is a Korean name for a tiger monster.
  1. a) Correcta

    Ella misma lo cuenta: «it was a chat screen name» y «I thought it was a cool way to write monster when I was 16».

  2. b) Descartada

    Dice lo contrario: «tokki means rabbit in Korean», es decir, «conejo» y no cirugía cerebral.

  3. c) Descartada

    No se dice en la entrevista que se lo pusiera su familia: lo eligió ella para una pantalla de chat.

  4. d) Descartada

    No aparece ningún tigre: «monsta» es su forma de escribir «monster» y «tokki» es «conejo» en coreano.

1.40,375 puntos

  1. a) Yes, because she picked it when she was too young.
  2. b) No, because the music she makes is always very quiet.
  3. c) No, because it represents the music that she makes.
  4. d) Yes, because it is an extremely aggressive name.
  1. a) Descartada

    Dice lo contrario: ahora «I do feel like I identify with my name, and I'm proud to have it be a part of my life».

  2. b) Descartada

    Su música no es siempre tranquila: «There are moments where my music is very quiet, and then I have moments where my music is loud».

  3. c) Correcta

    Ella dice: «in many ways, that name represents me» y añade «that shows very much in the music that I make».

  4. d) Descartada

    Reconoce que al principio se podía pensar que hacía música agresiva («you assume that I make really aggressive music»), pero ya ha cambiado esa idea: «I've redefined what it means to be Tokimonsta».

1.50,375 puntos

  1. a) She learned everything from a software program she downloaded in high school.
  2. b) She learned it through video tutorials just before getting into college.
  3. c) She learned how to use the production software through reading the manual.
  4. d) She learned it through a friend who taught her the basics of a software and video tutorials.
  1. a) Descartada

    El programa del instituto no le sirvió: «I just uninstalled it».

  2. b) Descartada

    Aprendió con los tutoriales ya en el primer año de universidad: «fast-forward to my first year in college, I downloaded some different production software».

  3. c) Descartada

    No aprendió así: ironiza sobre quien lo hace, «whoever reads the actual manual from any kind of software, you know?».

  4. d) Correcta

    Cuenta que primero la ayudó un amigo y después aprendió por su cuenta: «A friend of mine showed me very, very basic - like, a very basic way to use it» y «I was watching YouTube tutorials».

1.60,375 puntos

  1. a) She only uses her piano.
  2. b) She only uses her computer.
  3. c) She mainly uses her computer.
  4. d) She never uses synthesizers.
  1. a) Descartada

    Usa el piano mucho, pero no solo: «I also use a piano heavily in my music».

  2. b) Descartada

    Usa también otras herramientas: «Tokimonsta creates music with electronic tools as well as a piano, field recordings and vocals».

  3. c) Correcta

    Ella dice: «I mostly work within my computer».

  4. d) Descartada

    Dice lo contrario: «it's really important for me to also work with synthesizers».

1.70,375 puntos

  1. a) Because the sounds give her music a unique character.
  2. b) Because the sounds resemble the electronic music she makes.
  3. c) Because they make her music sound fresher and more natural.
  4. d) Because the sounds in those recordings are easy to recreate.
  1. a) Correcta

    Ella lo explica: «that gives your music a specific sonic signature that no one else will have».

  2. b) Descartada

    Son sonidos del mundo real, no electrónicos: «car doors slamming, the sounds of birds chirping, wind blowing».

  3. c) Descartada

    No se dice en la entrevista que los use para que suene más fresca o natural: lo que destaca es que es única.

  4. d) Descartada

    Dice lo contrario: «You'll never be able to recreate that same wave or that same airplane».

1.80,375 puntos

  1. a) Her hearing abilities have improved.
  2. b) She values music to a greater extent.
  3. c) Everything related to music has changed.
  4. d) She finds her music productions are more appreciated.
  1. a) Descartada

    Dice lo contrario: «I listen to music to the same degree as before».

  2. b) Correcta

    Ella dice: «philosophically, everything has changed because now I know how precious music is».

  3. c) Descartada

    Habla de un cambio solo en cómo la valora: «from a technical or scientific or medical standpoint, nothing really changed».

  4. d) Descartada

    No se dice en la entrevista que sus producciones se valoren más.

Transcripción oficial del audio

Interviewer: This is Fresh Air. I'm Tom Mosley. This past summer electronic music producer and DJ Jennifer Lee, better known as Tokimonsta, released one of her latest collaborations. Tokimonsta came into her own story through a near-death experience. In 2016, she was diagnosed with a rare brain disease that required two surgeries, leaving her temporarily unable to understand sound or speak. This was devastating for Tokimonsta, who had, before this diagnosis, become a well-known and respected artist in the electronic music world, having released six albums and numerous collaborations. But she made up for lost time. Just two months after her recovery from brain surgery, Tokimonsta pushed herself to make music again, creating one of her most personal albums, "Lune Rouge," which garnered a 2019 Grammy nomination for best dance electronic album, making Tokimonsta the first female Asian American producer to receive a nomination in this category. Tokimonsta creates music with electronic tools as well as a piano, field recordings and vocals. And in live performances, it's like watching a DJ on steroids with Tokimonsta creating sounds and melodies with synthesizers, sequencers and drum machines. Tokimonsta, welcome to Fresh Air.

Tokimonsta: Hi. Thanks for having me.

Interviewer: You have to tell us the origins, Jennifer, of the name Tokimonsta.

Tokimonsta: OK. So the origin - in short, it was a chat screen name. We all had one back in the day. So tokki means rabbit in Korean. And monsta was a way - I guess I thought it was a cool way to write monster when I was 16. But I can't take it back 'cause this has been my name now for many years.

Interviewer: Would you change it if you could?

Tokimonsta: I mean, there are moments where I feel like when people see my name, it doesn't fit the kind of music I make. You know, in the very beginning, maybe when you see Tokimonsta, you assume that I make really aggressive music. And I think I've been around long enough, and people know that, oh, Tokimonsta makes, like, cool, chill, fun stuff that I've redefined what it means to be Tokimonsta. And in many ways, that name represents me because of the juxtaposition of tokki, which is cute, and then monsta, which is this scary being. And that shows very much in the music that I make. There are moments where my music is very quiet, and then I have moments where my music is loud or beautiful and disturbing or light or heavy. And now, more than ever, I do feel like I identify with my name, and I'm proud to have it be a part of my life.

Interviewer: You know, Jennifer, one of the things about electronic music that's fascinating to me is you need to be a musician who understands music in the traditional sense, but you also need to understand technology. What was your first exposure to that part of it, so the actual components of making music with electronic devices?

Tokimonsta: My first dive into being creative with music would probably be the piano. I think when I downloaded software in high school, that was the first attempt at trying to make electronic music. I downloaded a program. I opened it. It looked so intimidating that I just uninstalled it 'cause at that time, computers didn't have a lot of space, so it had to go. And I put that on ice for a bit 'cause I felt that urge and that want in me to create, and that was going to be the easiest way to create something very complete through my computer. But I put it to rest. And then fast-forward to my first year in college, I downloaded some different production software. A friend of mine showed me very, very basic - like, a very basic way to use it, and I became obsessed. You know, I went on, I was watching YouTube tutorials, I was going on the website, reading their tutorials, which made me think, whoever reads the actual manual from any kind of software, you know?

Interviewer: Yeah.

Tokimonsta: But it just became something that became my whole world, my whole focus. It was the hobby of all hobbies. I finally figured out a way to express all these ideas that I had swirling inside me.

Interviewer: Can you describe, for those who aren't familiar with electronic music, the tools that you love the most to create your sound?

Tokimonsta: So for me, as an electronic artist, I mostly work within my computer. I like the efficiency of working on a computer, but it's really important for me to also work with synthesizers. I also use a piano heavily in my music, I think, to touch back on my own roots in classical music.

Interviewer: A big part of your sound is also the integration of other sounds in addition to those melodies. You actually carry a recorder with you, and the sounds that you record when you're out in the world - just about everything - car doors slamming, the sounds of birds chirping, wind blowing - and you integrate that in your music.

Tokimonsta: Yes. I feel like there's something about field recordings, which is what we call this, that gives your music a specific sonic signature that no one else will have. Because if I record the waves crashing or an airplane flying overhead, that particular moment will only happen once in time. You'll never be able to recreate that same wave or that same airplane or that same car door shutting. And in that way, that song that I use it on will also remain completely unique.

Interviewer: And delving a little bit deeper into how your experience with brain surgeries impacted you, how has recovering affected your music afterwards?

Tokimonsta: I would say from a technical or scientific or medical standpoint, nothing really changed. I listen to music to the same degree as before. I feel like a lot of people want to think I became superhuman. Like, I have incredible hearing now...but not really. The bridge between your thinking mind and the music was broken down during my surgery. And now I'm able to access that part of my brain that was held away during that recovery process. So in that way, nothing has changed very much. I'm just glad I can hear and appreciate music to the same degree. But I guess philosophically, everything has changed because now I know how precious music is. It's like being starved and having your first bite to eat. Every song has a level of excitement to me that is precious and more precious because I know that it can be taken away.

Interviewer: Jennifer Lee, thank you so much for this conversation.

Tokimonsta: Absolutely. Thanks for having me.

Adapted from: “Brain Surgery left Tokimonsta unable to understand music. Now every song is precious”, NPR, October 2, 2023

Enunciado: Generalitat de Catalunya, Consell Interuniversitari de Catalunya, Oficina d’Accés a la Universitat. PAU de Inglés 2024, convocatoria extraordinaria. La imagen es el examen oficial tal cual y el texto lo reproduce; las explicaciones y las respuestas modelo son de EducaIA. Consultado el 7 de noviembre de 2026; el documento no declara fecha de última actualización.

El examen entero, resueltoExamen (PDF)Pauta de corrección (PDF)Reutilizado según el aviso legal de la Generalitat

2023Convocatoria ordinaria · Serie 1 · Ejercicio 1Part 1: Listening comprehension, an interview with a pregnant stand-up comedian

3 puntosCoincide con la pauta
Enunciado oficial
Enunciado oficialEste examen solo se publicó en inglés.

THE RISE OF PREGNANT STAND-UP

In this radio programme you are going to hear some new words. Read and listen to them. Make sure you know what they mean.

stand-up: monòleg / monólogo
pregnant: embarassada / embarazada
stretch mark: estria / estría
booker: agent / agente
lactation: lactància / lactancia

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 How does Udane feel about being a comedian?

[0.375 points]

1.2 Why does Udane not go to clubs or bars anymore?

[0.375 points]

1.3 What is Udane’s problem with the lights on stage?

[0.375 points]

1.4 Which of the following is NOT true about Udane?

[0.375 points]

1.5 What happened to Joan Rivers in 1967?

[0.375 points]

1.6 According to Udane, female comics

[0.375 points]

1.7 Which of the following best summarizes Amy Schumer’s experience?

[0.375 points]

1.8 What does Udane think about using pregnancy on stage?

[0.375 points]

Audio oficial

Audio oficial de la comprensión oral: Generalitat de Catalunya, Eureka, biblioteca digital (registro 336). Licencia CC BY-NC-SA 4.0. Registro en Eureka

Elige tu opción y abre la respuesta para compararla.

1.10,375 puntos

  1. a) She is disappointed with the profession.
  2. b) She can tell it has both advantages and disadvantages.
  3. c) It feels exactly the way she had imagined.
  4. d) It is very time-consuming, so she cannot hang out as much as she used to.
  1. a) Descartada

    Dice lo contrario de estar decepcionada: «It's the biggest rush that I've ever felt» (habla de actuar ante el público).

  2. b) Correcta

    Udane lo resume así: «Being a comedian is the most fun and depressing lifestyle that I could possibly imagine». Después cuenta lo bueno (actuar ante cientos de personas) y lo malo («comedy also isolates you from a lot of people»), que es lo que recoge la segunda opción.

  3. c) Descartada

    No compara la profesión con lo que esperaba: la única vez que aparece «imagine» es en un superlativo («the most fun and depressing lifestyle that I could possibly imagine»), no en una comparación con lo que esperaba.

  4. d) Descartada

    Habla de aislamiento, pero no de falta de tiempo: dejó de salir porque, según cuenta, «all I could think about was how silly it was».

1.20,375 puntos

  1. a) Because she is pregnant and does not drink alcohol.
  2. b) Because she does not have enough time.
  3. c) Because she thinks there are more meaningful ways to pass the time.
  4. d) Because she does not have any friends to go with.
  1. a) Descartada

    El embarazo no es el motivo: lo dejó «A couple of years ago» y da otra razón. El alcohol no se menciona en la entrevista.

  2. b) Descartada

    No dice en ningún momento que le falte tiempo para salir: habla de lo que opina de esas salidas.

  3. c) Correcta

    Udane cuenta que dejó de ir a bares con sus amigos porque «all I could think about was how silly it was that everyone considered going out like that to be the highlight of their week». Para ella es una tontería que todos lo vean como lo mejor de la semana, y eso es lo que expresa la tercera opción.

  4. d) Descartada

    Sí tiene amigos: dejó de ir a «clubs or bars with my friends».

1.30,375 puntos

  1. a) They make her feel too hot.
  2. b) They are blinding.
  3. c) They are distracting.
  4. d) They do not allow her to connect with the audience.
  1. a) Correcta

    Udane habla de los focos al describir el escenario: «All while those spotlights are cooking you. You have no idea how much they make you sweat». Que la cocinen y la hagan sudar quiere decir que le dan demasiado calor, que es la primera opción.

  2. b) Descartada

    No dice que la deslumbren: ni esa palabra ni nada parecido aparece en la entrevista.

  3. c) Descartada

    No dice que la distraigan: no se dice en la entrevista.

  4. d) Descartada

    Dice que tiene que conectar con el público («You have to connect with that room full of strangers»), pero no que los focos se lo impidan.

1.40,375 puntos

  1. a) She talks about her pregnancy on stage.
  2. b) She has a baby on the way.
  3. c) She watches comedy on Netflix.
  4. d) She lives in Los Angeles, like Kara Klenk.
  1. a) Descartada

    Es verdadera: dice que un bebé en camino es «a rich source of stand-up material».

  2. b) Descartada

    Es verdadera: el entrevistador la presenta como «a pregnant comedian» y le dice «You are pregnant now».

  3. c) Descartada

    Es verdadera: dice que le encantan los monólogos de Ali Wong, que ha hecho «two Netflix specials while pregnant».

  4. d) Correcta

    El entrevistador presenta a Udane como «a pregnant comedian based in Boston», y ella cita a Kara Klenk como «a stand-up comedian in Los Angeles». Quien vive en Los Ángeles es Kara, no Udane: por eso es la falsa: la cuarta opción.

1.50,375 puntos

  1. a) She was asked to keep her pregnancy a secret.
  2. b) She had to dress up as if she were pregnant.
  3. c) Some bookers asked her to hide her daughter Melissa among the audience.
  4. d) She was not allowed to perform on television because she was pregnant.
  1. a) Correcta

    Udane cuenta que Joan Rivers «was not allowed to say she was pregnant» cuando apareció en el programa de Ed Sullivan en 1967. Que no pudiera decirlo es lo que expresa la primera opción: le pidieron mantener el embarazo en secreto.

  2. b) Descartada

    Al revés: le pidieron un vestido incómodo «to hide it», es decir, para ocultar el embarazo, no para fingirlo.

  3. c) Descartada

    Melissa era su hija: «she was carrying her daughter, Melissa». Los «bookers» aparecen después, con otra cómica (Ophira Eisenberg), a quien advirtieron de que podía alejar al público si hablaba de su embarazo.

  4. d) Descartada

    No se dice que le prohibieran actuar en televisión: sale en el programa de Ed Sullivan en 1967, y lo que no podía era decir que estaba embarazada.

1.60,375 puntos

  1. a) have outnumbered male comedians recently.
  2. b) typically pursue other careers when they start having babies.
  3. c) do not tend to get pregnant.
  4. d) are more frequent today than they used to be.
  1. a) Descartada

    Dice lo contrario: siguen siendo minoría, porque «they remain vastly outnumbered by men».

  2. b) Descartada

    Dice lo contrario: ahora «female comics are now more likely to have established careers by the time they start having babies».

  3. c) Descartada

    No lo dice; al contrario, el entrevistador habla de «pregnant comedians popping up» en espectáculos y clubes.

  4. d) Correcta

    Udane dice que «comedians, club owners and bookers say there are more of them working today». Es decir, hay más cómicas que antes, que es la cuarta opción.

1.70,375 puntos

  1. a) She had a pregnancy complication on a flight to New York.
  2. b) She had to cancel some shows because of a medical condition.
  3. c) She was not allowed to fly when she was pregnant, but she did.
  4. d) She decided not to travel to prevent a difficult pregnancy.
  1. a) Descartada

    Schumer es «a well-known comedian from New York», pero no se dice que la complicación le ocurriera en un vuelo: el problema fue que ya no podía volar.

  2. b) Correcta

    Udane dice que Amy Schumer «had to cancel the remainder of her tour» y que tuvo «a pregnancy complication». Cancelar parte de sus espectáculos por un problema médico es lo que recoge la segunda opción.

  3. c) Descartada

    No voló: tuvo que cancelar la gira porque «was no longer allowed to fly».

  4. d) Descartada

    No fue decisión suya: «She wanted to push through and do her shows».

1.80,375 puntos

  1. a) She finds it hilarious and hopes the trend will last forever.
  2. b) She is unsure about the phenomenon lasting much because audiences complain about it.
  3. c) She hopes that people will normalize the image of a pregnant woman on stage.
  4. d) She thinks it is outrageous that people laugh at expectant moms.
  1. a) Descartada

    Cuando le preguntan si la tendencia durará, contesta «I am not sure»: no dice que espere que dure para siempre.

  2. b) Descartada

    Reconoce que no está segura de que dure, pero no da como motivo que el público se queje: no se dice en la entrevista. Lo del público es otra historia: a Ophira Eisenberg le advirtieron de que «she might alienate her audience».

  3. c) Correcta

    Udane termina diciendo que «many comics, including myself, look forward to the day that an expectant mom on stage is not unusual at all». Es decir, espera que se vea como algo normal, que es la tercera opción.

  4. d) Descartada

    No lo ve indignante: habla de jugar con las expectativas y dice «As fun as it can be to play with expectations about maternal behavior».

Transcripción oficial del audio

Interviewer: Men have dominated stand-up comedy for a long time. But as women have come to the stage more often, one kind of performance has been hard not to notice: pregnant comedians popping up on high-profile comedy specials, late-night shows, and in clubs. Udane Castle, a pregnant comedian based in Boston, is with us today to talk about this phenomenon. Hi, Udane! Let’s start from the beginning: what is it like to be a stand-up comedian?

Udane: Good evening! I am thrilled to be here. Being a comedian is the most fun and depressing lifestyle that I could possibly imagine. I get to perform in front of hundreds of people and work with some of the funniest people in the world. It's the biggest rush that I've ever felt, and at times it is totally crazy to think about what I do and who I do it with. But comedy also isolates you from a lot of people. You spend all day looking at the world to find out what's funny or weird about it rather than just living in the moment and enjoying social experiences. A couple of years ago, for example, I stopped going to clubs or bars with my friends, because all I could think about was how silly it was that everyone considered going out like that to be the highlight of their week.

Interviewer: What about when you’re on stage? What does it feel like?

Udane: Everything has to be perfect. Your tone, your rhythm, your cadence, and especially your timing. You have to be charming and charismatic even though you don’t know any of the people in front of you. You have to connect with that room full of strangers. All while those spotlights are cooking you. You have no idea how much they make you sweat.

Interviewer: You are pregnant now. Do you use your pregnancy as a topic for your stand-ups?

Udane: I do! In comedy, pregnancy is no longer seen as something that gets in the way of the act and the microphone stand. In fact, a baby on the way is now a rich source of stand-up material: stretch marks, placentas and all!

Interviewer: Tell us about your models—the people you look up to. Where have you found inspiration so far?

Udane: I love Ali Wong’s monologues—she has done two Netflix specials while pregnant. She is hilarious when she talks about lactation consultants and diapers. I also really like Kara Klenk, a stand-up comedian in Los Angeles.

Interviewer: Is this something new? What was it like before?

Udane: It is. Let me tell you just a couple of examples. When Joan Rivers, who is considered a pioneer of women in comedy by many critics, appeared on “The Ed Sullivan Show” in 1967 she was carrying her daughter, Melissa. She was not allowed to say she was pregnant and was asked to wear a really uncomfortable dress to hide it. Also, just four years ago, Ophira Eisenberg, a comedian and the host of the comedy show “Ask Me Another”, said that some bookers had warned her that she might alienate her audience by talking about her pregnancy on stage.

Interviewer: What do you think has changed?

Udane: There is no comprehensive account of women in comedy, but comedians, club owners and bookers say there are more of them working today, even though they remain vastly outnumbered by men. And with women starting families later than they used to, female comics are now more likely to have established careers by the time they start having babies.

Interviewer: For women who have difficult pregnancies, I guess the travel often required for stand-up can be a real challenge. Do you know of any bad experiences so far?

Udane: Sadly, I do. Amy Schumer, a well-known comedian from New York, announced that she had to cancel the remainder of her tour last February. She had a pregnancy complication and was no longer allowed to fly. She wanted to push through and do her shows, but she had to prioritize her health and the baby’s.

Interviewer: Do you think this tendency will last?

Udane: I am not sure. As fun as it can be to play with expectations about maternal behavior and delicate pregnant ladies, many comics, including myself, look forward to the day that an expectant mom on stage is not unusual at all.

Adapted from the following sources:

“Amy Schumer, Ali Wong and the Rise of Pregnant Stand-Up”, The New York Times, April 19, 2019. https://www.nytimes.com/2019/04/19/arts/pregnant-comedians-amy-schumer-ali-wong.html

“What does it feel like to be a stand-up comedian?”, Quora, https://www.quora.com/What-does-it-feel-like-to-be-a-stand-up-comedian

Enunciado: Generalitat de Catalunya, Consell Interuniversitari de Catalunya, Oficina d’Accés a la Universitat. PAU de Inglés 2023, convocatoria ordinaria. La imagen es el examen oficial tal cual y el texto lo reproduce; las explicaciones y las respuestas modelo son de EducaIA. Consultado el 7 de noviembre de 2026; el documento no declara fecha de última actualización.

El examen entero, resueltoExamen (PDF)Pauta de corrección (PDF)Reutilizado según el aviso legal de la Generalitat

2023Convocatoria ordinaria · Serie 5 · Ejercicio 1Part 1: Listening comprehension, an interview about chocolate and Valentine’s Day

3 puntosCoincide con la pauta
Enunciado oficial
Enunciado oficialEste examen solo se publicó en inglés.

CHOCOLATE AND VALENTINE’S DAY: A SWEET STORY

In this radio programme you are going to hear some new words. Read and listen to them. Make sure you know what they mean.

whip: fuetejar /azotar
elixir: elixir

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 Where and when did St. Valentine’s Day celebrations originate?

[0.375 points]

1.2 Which of the following best describes who Valentine was?

[0.375 points]

1.3 Who first introduced chocolate to Europe?

[0.375 points]

1.4 What did Europeans use to think chocolate was good for?

[0.375 points]

1.5 Which of the following is TRUE?

[0.375 points]

1.6 When did chocolate candy bars first appear?

[0.375 points]

1.7 Which of the following occurred first?

[0.375 points]

1.8 What differentiated Cadbury’s chocolates from those made by others?

[0.375 points]

Audio oficial

Audio oficial de la comprensión oral: Generalitat de Catalunya, Eureka, biblioteca digital (registro 336). Licencia CC BY-NC-SA 4.0. Registro en Eureka

Elige tu opción y abre la respuesta para compararla.

1.10,375 puntos

  1. a) With the Romans before Christ.
  2. b) With the Spaniards in Mexico during the colonial period.
  3. c) In 17th century England with King Charles II.
  4. d) In 19th century England with Queen Victoria.
  1. a) Correcta

    Anne dice que San Valentín «probably originated with the Romans and a fertility festival they held», y que cientos de años después esa fiesta se hizo cristiana. La fiesta es, pues, muy anterior al cristianismo, con origen romano, que es la primera opción.

  2. b) Descartada

    Los españoles aparecen solo con el chocolate: «Chocolate was first introduced into Europe by the Spanish», no con la fiesta.

  3. c) Descartada

    Carlos II solo aparece como gran consumidor de chocolate: «spent 30 times more money on chocolate than on tea», no como origen de la fiesta.

  4. d) Descartada

    La Inglaterra victoriana sale solo por la moda de las cajas de bombones: «extreme ornamentation was very popular in Victorian England». La fiesta ya tenía vínculo con el amor en el siglo XIV.

1.20,375 puntos

  1. a) A Roman Emperor from the third century A.D.
  2. b) A martyr who was executed in ancient Rome.
  3. c) A character in Canterbury Tales.
  4. d) The author of Canterbury Tales.
  1. a) Descartada

    El emperador fue Claudio: «The Roman Emperor Claudius». Valentín fue a quien mandó ejecutar, no el emperador.

  2. b) Correcta

    Anne dice que la fiesta romana se convirtió en «a Christian feast associated with a martyred saint, Valentine», y que el emperador Claudio «had had Valentine executed». Valentín fue, por tanto, un mártir ejecutado en la antigua Roma, que es la segunda opción.

  3. c) Descartada

    En Canterbury Tales, Chaucer habla del día de San Valentín como un día en el que «birds gather together to choose their mates»: el audio no presenta a Valentín como personaje de la obra.

  4. d) Descartada

    El autor de Canterbury Tales es Chaucer: «Chaucer talks about St. Valentine’s Day». Nada indica que Valentín la escribiera.

1.30,375 puntos

  1. a) The Spanish.
  2. b) The French.
  3. c) Casanova, the Italian adventurer.
  4. d) The British.
  1. a) Correcta

    Anne lo dice claramente: «Chocolate was first introduced into Europe by the Spanish, who had seen people drink it in Mexico». Es la primera opción.

  2. b) Descartada

    Los franceses llegaron después: de España pasó «to other parts of Europe» y «It became very popular in France».

  3. c) Descartada

    Casanova solo aparece como quien llamó al chocolate elixir del amor; el audio no dice que lo introdujera.

  4. d) Descartada

    Los británicos aparecen después, en el siglo XVII, con el rey Carlos II: «documents from the 17th century show us that British King Charles II spent 30 times more money on chocolate than on tea», cuando el chocolate ya había llegado desde España.

1.40,375 puntos

  1. a) They thought it was a medicine to make people stronger.
  2. b) They thought it was good as a cream to make skin softer.
  3. c) They thought it was an aid in sexual activity.
  4. d) They thought it could be used to better preserve food, like sugar or salt.
  1. a) Descartada

    No se dice que se tomara como medicina para ganar fuerza.

  2. b) Descartada

    No se dice que se usara como crema para la piel: las cremas que aparecen son los rellenos de los bombones («individual chocolates filled with flavored creams»).

  3. c) Correcta

    Anne dice que «people at the time thought that chocolate was a sexual stimulant». Es decir, se creía que ayudaba en la actividad sexual, que es la tercera opción.

  4. d) Descartada

    No se dice que sirviera para conservar alimentos: el audio no menciona la conservación ni la sal.

1.50,375 puntos

  1. a) In the 18th century, a very few rich Europeans drank chocolate.
  2. b) In the 18th century, chocolate was widely eaten as candy in Europe.
  3. c) In 17th century Britain, hot chocolate was a very common drink.
  4. d) Chocolate first became popular in Europe in France.
  1. a) Correcta

    Anne dice que, para la mayoría de la gente, «chocolate was a very extravagant, exotic product. Most never tasted it». Solo una minoría rica lo bebía, que es lo que dice la primera opción. (El audio habla del siglo XVII y no da datos del XVIII, pero las otras tres opciones las contradice.)

  2. b) Descartada

    Dice lo contrario: hasta mediados del siglo XIX «chocolate was always consumed as a drink», no se comía como golosina.

  3. c) Descartada

    Solo era popular entre los reyes («Chocolate was very popular with Europe’s kings»), no era una bebida corriente en Gran Bretaña.

  4. d) Descartada

    Se hizo muy popular primero en España: «Chocolate as a drink became very popular in Spain», y de allí pasó a otros países.

1.60,375 puntos

  1. a) In the middle of the 17th century, under King Charles II in Britain.
  2. b) In the middle of the 19th century, in Britain.
  3. c) In the middle of the 19th century, in Spain.
  4. d) At the beginning of the 20th century, in the U.S.
  1. a) Descartada

    Antes de mediados del siglo XIX no existían las barras: «chocolate was always consumed as a drink».

  2. b) Correcta

    Anne dice: «In the mid 19th century, specifically in 1847, the British chocolate maker J.S. Fry & Sons produced the first modern-day candy bar». Fue a mediados del siglo XIX y en Gran Bretaña, que es la segunda opción.

  3. c) Descartada

    En España el chocolate se hizo popular como bebida («Chocolate as a drink became very popular in Spain»), no como barra.

  4. d) Descartada

    Las cifras de Estados Unidos son actuales («This year in the United States alone, companies will sell more than 40 million heart-shaped boxes of chocolate»): hablan de ventas de cajas, no del origen de las barras.

1.70,375 puntos

  1. a) J.S. Fry & Sons made individual, cream-filled chocolates.
  2. b) Cadbury sold chocolates in pretty boxes.
  3. c) Cadbury created heart-shaped boxes for chocolates.
  4. d) Americans decorated boxes of chocolates with roses.
  1. a) Correcta

    Anne dice que Fry hizo la primera barra en 1847 y que «A few years later, they started making individual chocolates filled with flavored creams». Las cajas de Cadbury se cuentan después, como lo que hizo importante el chocolate en San Valentín. Por eso lo primero fueron los bombones de Fry, la primera opción.

  2. b) Descartada

    Anne lo cuenta después, como el paso que unió el chocolate a San Valentín: «didn’t become an important part of St. Valentine’s Day celebrations until a rival chocolate company, Cadbury, decided to start selling fancy boxes of chocolates».

  3. c) Descartada

    También lo cuenta después: las cajas con forma de corazón llegan «soon after that», tras las cajas decoradas.

  4. d) Descartada

    Es lo más reciente del audio: habla de las cajas que se venden «This year in the United States alone», «many of them decorated with roses and lace».

1.80,375 puntos

  1. a) They were sold by weight by street vendors.
  2. b) They were made with cream fillings.
  3. c) They were sold in heart-shaped boxes that could be kept.
  4. d) They were made with cacao butter.
  1. a) Descartada

    No se dice que se vendieran por peso ni por vendedores ambulantes.

  2. b) Descartada

    Los bombones rellenos de crema ya los hacía Fry: «individual chocolates filled with flavored creams».

  3. c) Correcta

    Cadbury creó cajas con forma de corazón, y «Once the chocolates had been eaten, people would save the pretty boxes and use them to keep special mementos». Es la tercera opción.

  4. d) Descartada

    La manteca de cacao la usó Fry en la primera barra: «combined cacao powder and sugar with cacao butter».

Transcripción oficial del audio

Interviewer: Welcome to our weekly chat about holiday celebrations around the world. Today’s guest is going to tell us about our sweetest holiday celebration, Valentine’s Day. Today we know that a heart-shaped box of chocolates is a symbol, and an important part, of Valentine’s Day, but how did that tradition arise? We know that chocolate is not native to Britain, or even to the United States. To find out more about Valentine’s Day and chocolate, we’ve invited Dr. Anne Ward, a professor at King’s College London, to give us some background about this sweet connection. Welcome, Anne, to the program.

Anne: Thank you, I’m glad to be here.

Interviewer: Has chocolate always been a part of Valentine’s Day? How did we get to celebrate Valentine’s Day in the first place?

Anne: Chocolate is relatively new to Valentine’s Day. The roots of Valentine’s Day are ancient, but not entirely clear. It probably originated with the Romans and a fertility festival they held. But the Romans did not exchange candy, they sacrificed goats and dogs and whipped people, among other things. Eventually, hundreds of years later, this festival became a Christian feast associated with a martyred saint, Valentine. The Roman Emperor Claudius had had Valentine executed on February 14th in the third century A.D.

Interviewer: And how did this martyred saint become associated with love?

Anne: We don’t know exactly, but we do know that in Canterbury Tales, Chaucer talks about St. Valentine’s Day as a day in which birds gather together to choose their mates. That means that by the 14th century, there was a strong link between love, mating, and St. Valentine’s Day.

Interviewer: So when does chocolate come into the picture?

Anne: Obviously, Chaucer didn’t talk about chocolate. Chocolate was first introduced into Europe by the Spanish, who had seen people drink it in Mexico. Chocolate as a drink became very popular in Spain, and from there it traveled to other parts of Europe. It became very popular in France. And people at the time thought that chocolate was a sexual stimulant. Giacomo Casanova, the famous Italian adventurer and womanizer from Venice, called chocolate the “elixir of love.”

Interviewer: Was chocolate always served as a drink?

Anne: Yes, until the mid-19th century, chocolate was always consumed as a drink. They didn’t eat chocolate cake. Chocolate was very popular with Europe’s kings. For example, documents from the 17th century show us that British King Charles II spent 30 times more money on chocolate than on tea. He certainly spent more money on chocolate than on his servants. For most people of that time, though, chocolate was a very extravagant, exotic product. Most never tasted it.

Interviewer: So when did we start eating chocolate bars? Today, we tend to think of chocolate as something that is eaten as a solid, not drunk as a liquid.

Anne: In the mid 19th century, specifically in 1847, the British chocolate maker J.S. Fry & Sons produced the first modern-day candy bar. The company combined cacao powder and sugar with cacao butter, the fat that is extracted from cacao beans, to form a paste that they could shape into bars. A few years later, they started making individual chocolates filled with flavored creams.

Interviewer: So was it this company, J.S. Fry & Sons, that linked chocolate to St. Valentine’s Day?

Anne: No, chocolate didn’t become an important part of St. Valentine’s Day celebrations until a rival chocolate company, Cadbury, decided to start selling fancy boxes of chocolates. Cadbury knew that extreme ornamentation was very popular in Victorian England, so he came up with the idea of selling chocolate in boxes with heavily decorated lids and lace inside. And soon after that, Cadbury created boxes in the shape of a heart. Once the chocolates had been eaten, people would save the pretty boxes and use them to keep special mementos.

Interviewer: I see, you might say that we eat chocolate on St. Valentine’s Day because it was a successful business strategy.

Anne: Yes, Cadbury’s idea was a huge success. This year in the United States alone, companies will sell more than 40 million heart-shaped boxes of chocolate, many of them decorated with roses and lace. Surveys show that 70% of Americans prefer receiving chocolate as opposed to flowers as a Valentine’s Day gift.

Interviewer: And is chocolate really an aphrodisiac? You mentioned that Casanova thought it was.

Anne: Despite what Casanova and others have said, modern science has found little evidence to support chocolate as an aphrodisiac.

Interviewer: That’s all we have time for today, Anne. Thank you for joining us today.

Anne: My pleasure.

Enunciado: Generalitat de Catalunya, Consell Interuniversitari de Catalunya, Oficina d’Accés a la Universitat. PAU de Inglés 2023, convocatoria ordinaria. La imagen es el examen oficial tal cual y el texto lo reproduce; las explicaciones y las respuestas modelo son de EducaIA. Consultado el 7 de noviembre de 2026; el documento no declara fecha de última actualización.

El examen entero, resueltoExamen (PDF)Pauta de corrección (PDF)Reutilizado según el aviso legal de la Generalitat

2023Convocatoria extraordinaria · Serie 2 · Ejercicio 1Part 1: Listening comprehension, an interview about Juanita, the Inca mummy

3 puntosCoincide con la pauta
Enunciado oficial
Enunciado oficialEste examen solo se publicó en inglés.

JUANITA. THE INCA MUMMY

In the following conversation you are going to hear some new words. Read and listen to them. Make sure you know what they mean.

mummy: mòmia / momia
attire: indumentària / atuendo
bundle: paquet / paquete
burial site: lloc d’enterrament / lugar del entierro
appease: apaivagar / apaciguar
coca leaves: fulles de coca / hojas de coca
docile: dòcil / dócil
blow: cop / golpe
kneel: agenollar-se / arrodillarse

Ready?

Now read the questions on the following page. Read them carefully before listening to the conversation.

[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 Which of the following sentences best describes Juanita?

[0.375 points]

1.2 What did scientists study and analyse to find out what Juanita ate prior to her sacrifice?

[0.375 points]

1.3 What did the American anthropologist and his partner NOT find inside the parcel together with the mummy?

[0.375 points]

1.4 Why did doctors say that Juanita could have died a few weeks ago and not 500 years ago?

[0.375 points]

1.5 Which of the following statements is TRUE?

[0.375 points]

1.6 Which of these statements is FALSE about Capacocha?

[0.375 points]

1.7 When Juanita died,

[0.375 points]

1.8 How did Juanita die?

[0.375 points]

Audio oficial

Audio oficial de la comprensión oral: Generalitat de Catalunya, Eureka, biblioteca digital (registro 335). Licencia CC BY-NC-SA 4.0. Registro en Eureka

Elige tu opción y abre la respuesta para compararla.

1.10,375 puntos

  1. a) She was a rich, healthy girl who worked for the nobility.
  2. b) She was a young, mature girl who looked after alpacas.
  3. c) She was a young teenage girl who had malnutrition.
  4. d) She was a rich, healthy girl who belonged to the Cuzco elite.
  1. a) Descartada

    Era parte de la nobleza, no empleada suya: «the young girl was part of Cusco’s nobility».

  2. b) Descartada

    Las alpacas aparecen solo como la lana de su ropa: «the fine alpaca wool of the girl's garments».

  3. c) Descartada

    Dice lo contrario: «the girl had enjoyed good nutrition».

  4. d) Correcta

    El audio dice que Juanita «seemed to be in excellent health» y que llevaba «clothes resembling those of Cusco’s elite, of the nobility». Era una chica sana de la élite de Cusco, que es la cuarta opción.

1.20,375 puntos

  1. a) Her hair.
  2. b) Her bones.
  3. c) Her attire.
  4. d) Her tissues.
  1. a) Correcta

    Para saber qué comió, los científicos analizaron su pelo: «by analysing her hair, scientists were able to determine that she ate maize and animal meat prior to the sacrifice». Es la primera opción.

  2. b) Descartada

    Los huesos sirvieron para saber que estaba sana: «had healthy, mature bones», no qué comió.

  3. c) Descartada

    La ropa indica su posición social: «Her attire, along with the geographical location of the sacrifice», sugiere que era de la nobleza, no lo que comió.

  4. d) Descartada

    Los tejidos («Biopsies of bone, muscle and other tissues») confirmaron que estaba bien alimentada, pero lo que comió se dedujo del pelo.

1.30,375 puntos

  1. a) Pottery.
  2. b) Shells.
  3. c) Llama dolls.
  4. d) Volcano ash.
  1. a) Descartada

    Sí estaba: «numerous burial items including pottery».

  2. b) Descartada

    Sí estaban: «shells, and small llama figures».

  3. c) Descartada

    Sí estaban: eran «small llama figures», las figuritas de llama.

  4. d) Correcta

    El audio enumera lo que había en el paquete: «numerous burial items including pottery, shells, and small llama figures». No menciona ceniza volcánica, por eso es la cuarta opción.

1.40,375 puntos

  1. a) The mummy was flawless because of the weather conditions at the top of the mountain.
  2. b) The expression of Juanita’s face was one of peace and the mummy was thin and cold.
  3. c) Mt Ampato protected the mummy from the cold air of the Andes.
  4. d) The volcanic eruption of Mt Ampato shook the young girl and it became mummified instantly.
  1. a) Correcta

    El audio explica que «The thin, cold air near the summit of Mt. Ampato left the mummy incredibly intact», y por eso los médicos decían que Juanita «could have died a few weeks ago». Es la primera opción.

  2. b) Descartada

    No habla de la expresión de su cara: «thin» y «cold» describen el aire de la cumbre, no la momia.

  3. c) Descartada

    Al revés: el aire frío de la cumbre es lo que conservó la momia, no algo de lo que la montaña la protegiera.

  4. d) Descartada

    La actividad volcánica no la momificó: solo hizo que se derritiera la nieve, «Mt. Ampato’s snow-cap began to melt».

1.50,375 puntos

  1. a) The snow melted because of a volcanic eruption and pushed the bundle into the crater where it was found.
  2. b) The mummy was found where the girl was killed, on top of Mt Ampato.
  3. c) A Spanish soldier, who was also sacrificed, was found dead on the summit of Mt Ampato.
  4. d) Reinhard came back to the place where Juanita was found. He went there with two children: a boy and a girl.
  1. a) Correcta

    Chris explica que, «because of the volcanic activity warming the snow, Mt. Ampato’s snow-cap began to melt, pushing the wrapped mummy and her burial site down the mountain», y que el paquete apareció dentro de un cráter. La opción dice «eruption» y el audio, «volcanic activity», pero es la única de las cuatro que el audio no contradice: es la primera opción.

  2. b) Descartada

    No estaba donde la mataron: el paquete estaba en un cráter, «most likely fallen from an Inca burial site at the summit».

  3. c) Descartada

    El soldado español no fue sacrificado ni encontrado muerto: solo dejó escrito lo que vio, pues «witnessed similar sacrifices in 1551 and wrote about them».

  4. d) Descartada

    Reinhard volvió un mes después y «found two more mummified children, this time a boy and girl»: no fue con niños.

1.60,375 puntos

  1. a) Capacocha was a sacrificial rite that took place near a lake.
  2. b) Capacocha was carried out to stop natural disasters like earthquakes.
  3. c) The best and healthiest children were sacrificed in Capacocha.
  4. d) The Inca worshipped mountains and Capacocha was a way to please the gods.
  1. a) Correcta

    Chris sitúa el sacrificio en la cumbre de una montaña: «Juanita’s body was discovered atop Ampato, a volcano in the Andes». No menciona ningún lago, así que la afirmación falsa es la primera opción.

  2. b) Descartada

    Es verdadera: era a veces «a way to stop a natural disaster like an earthquake».

  3. c) Descartada

    Es verdadera: «the best and healthiest among them were sacrificed».

  4. d) Descartada

    Es verdadera: era una forma de «appease the gods» y encaja con «the Inca’s Mountain worship».

1.70,375 puntos

  1. a) she was standing up, surrounded by alpaca, and looking up at the sky.
  2. b) she was alone, naked, and not allowed to eat or drink except alcohol.
  3. c) she had eaten potatoes and vegetables as she used to do at home.
  4. d) she had been prepared with coca and alcohol for 6 or 8 weeks.
  1. a) Descartada

    No estaba de pie: estaba «knelt on a cold, windswept summit in the Andes», con sacerdotes y ofrendas, no rodeada de alpacas.

  2. b) Descartada

    No estaba sola: «She was in the presence of Inca priests», y tomó «large quantities of coca and alcohol», no solo alcohol.

  3. c) Descartada

    Había cambiado esa dieta: pasó de patatas y verduras a «the more elite foods of animal protein and maize».

  4. d) Correcta

    Chris dice que «The final six to eight weeks of life for Inca child sacrifices was one of a very intoxicated psychological state altered by the chemical reaction of coca and alcohol». Es la cuarta opción.

1.80,375 puntos

  1. a) She was hit by a baseball bat.
  2. b) Her feet were injured so that she could not move, and she died of cold.
  3. c) She had a brain haemorrhage caused by a head injury.
  4. d) She was left alone at the top of the mountain with no food or water and died of starvation.
  1. a) Descartada

    Las heridas se comparan con las de un bate («typical of someone who has been hit by a baseball bat»), pero es una comparación sobre las heridas: no dice que la golpearan con un bate.

  2. b) Descartada

    Los pies solo indican la postura: «the girl was probably kneeling when struck».

  3. c) Correcta

    Chris dice que «Juanita’s death was brought about by a massive haemorrhage from a blow to the head». Es la tercera opción.

  4. d) Descartada

    No murió de hambre, sino por un golpe: «After the death blow, her skull swelled with blood».

Transcripción oficial del audio

INTERVIEWER: Popularly known as Mummy Juanita, the finding of a young Inca girl sacrificed more than 600 years ago made headlines. Dr Chris Van Gils, a specialist in the Inca Culture, is with us today to tell us more about this famous mummy. Good morning, Dr Van Gils. First of all, why is this discovery so significant?

CHRIS: Well, analysing her internal organs, hair, skin, and blood provided scientists a glimpse into the cultural and societal practices of the Incas of the time. It is not the mummy itself, but what we can learn from it.

INTERVIEWER: I see. But let’s start by the beginning. Who was Juanita?

CHRIS: Juanita was a young girl. She was probably between 12 to 14 years old. She seemed to be in excellent health. Biopsies of bone, muscle and other tissues confirmed that the girl had enjoyed good nutrition and had healthy, mature bones. The mummy was found wearing clothes resembling those of Cusco’s elite, of the nobility. Specialists in textiles were especially impressed with the fine alpaca wool of the girl's garments. She wore a boldly striped dress, encircled by a belt, and her shawl was fastened with a silver pin. Her attire was similar to that of the female statuettes buried with her.

INTERVIEWER: Are you suggesting that Juanita was no ordinary girl?

CHRIS: Probably not. Her attire, along with the geographical location of the sacrifice, suggests to archaeologists that the young girl was part of Cusco’s nobility. Furthermore, by analysing her hair, scientists were able to determine that she ate maize and animal meat prior to the sacrifice, both of which were part of the diet of the elite.

INTERVIEWER: Interesting. Tell us a bit about the discovery. She was found near Arequipa in Peru, right?

CHRIS: Exactly. In September 1995, American anthropologist Johan Reinhard climbed the volcano Mount Ampato in Arequipa located at about 6,300 meters above sea level. He, along with his Peruvian climbing partner Miguel Zárate, came across a bundle inside a crater, most likely fallen from an Inca burial site at the summit. The two men took the frozen bundle to the Catholic University of Santa Maria in Arequipa. It weighed about 40 kilos and included the mummy and numerous burial items including pottery, shells, and small llama figures. The body of the sacrificed girl was given the name Juanita, and is also known as the Lady of Ampato and the Inca Ice Maiden.

INTERVIEWER: So, after her death, sometime between 1450 and 1480, Juanita would sit alone in the mountains until she was uncovered by these two men.

CHRIS: That’s it. The thin, cold air near the summit of Mt. Ampato left the mummy incredibly intact. Reinhard once said in an interview that the doctors had been shaking their heads and saying Juanita sure doesn’t look 500 years old but could have died a few weeks ago.

INTERVIEWER: Amazing. But the fact that it was discovered is also surprising.

CHRIS: If it weren’t for volcanic activity, it’s possible that the mummified young girl would have continued to sit in on the frozen mountain top for centuries to come. But because of the volcanic activity warming the snow, Mt. Ampato’s snow-cap began to melt, pushing the wrapped mummy and her burial site down the mountain.

INTERVIEWER: And was this the only mummy found in the area?

CHRIS: No. In fact, Reinhard returned to the mountain a month later and found two more mummified children, this time a boy and girl. It is believed these may have been companion sacrifices to the more important sacrifice of Juanita. This is corroborated by a Spanish soldier who witnessed similar sacrifices in 1551 and wrote about them.

INTERVIEWER: OK. So, tell us about these sacrifices.

CHRIS: These sacrifices among the Inca that involved the deaths of children were known as Capacocha. Capacocha can be translated as “royal obligation” and it was the Inca’s attempt at ensuring that the best and healthiest among them were sacrificed to appease the gods, often as a way to stop a natural disaster like an earthquake, or simply to ensure a healthy harvest. This sacrificial rite was also performed to celebrate events such as battle victories, or the death or birth of Inca royalty. Considering that Juanita’s body was discovered atop Ampato, a volcano in the Andes, her sacrifice very likely played into the Inca’s Mountain worship.

INTERVIEWER: What did scientists discover about her death? How did she die?

CHRIS: Well, you can imagine a girl with long black hair and a graceful neck, dressed in fine alpaca wool, knelt on a cold, windswept summit in the Andes. She was in the presence of Inca priests and surrounded by offerings of pottery, coca leaves and golden figurines.

INTERVIEWER: I visualize one of the sacrifices we have watched in an Indiana Jones’ movie.

CHRIS: Sort of. In fact, experts say that Juanita was probably docile.

INTERVIEWER: Did she want to die? Did she not fight?

CHRIS: Juanita’s days leading up to her death were very different than the lifestyle of a typical Inca girl. Scientists know what she ate before she died. Markers in her hair indicate that she was selected for sacrifice about a year before her actual death. She had switched from a standard Inca diet of potatoes and vegetables to the more elite foods of animal protein and maize, along with large quantities of coca and alcohol. The final six to eight weeks of life for Inca child sacrifices was one of a very intoxicated psychological state altered by the chemical reaction of coca and alcohol. Archaeologists believe that when she died, she was likely in a very relaxed state.

INTERVIEWER: In other words, she was drugged before she died.

CHRIS: That’s right. Radiologist Elliot Fishman discovered that Juanita’s death was brought about by a massive haemorrhage from a blow to the head. Her injuries were “typical of someone who has been hit by a baseball bat.” After the death blow, her skull swelled with blood, pushing her brain to the side. Dr Fishman said the girl probably never regained consciousness, but might have lived several hours before dying. Observations of the position of the feet indicate that the girl was probably kneeling when struck, he said, and the posture suggested that her head was bent forward at the time.

INTERVIEWER: One last question, Dr Van Gils. Was this ritual frequent? Juanita wasn’t the only child sacrificed, was she?

CHRIS: All in all, experts estimate that there may be hundreds of Inca children mummified in the mountain peaks of the Andes still waiting to be discovered.

INTERVIEWER: Dr Van Gils, thank you for joining us today.

Adapted from https://allthatsinteresting.com/mummy-juanita-lady-of-ampato , https://www.pbs.org/wgbh/nova/article/ice-mummies-inca/ ,https://www.nytimes.com/1996/05/22/us/mummy-tells-story-of-a-sacrifice-scientists-say.html.

Enunciado: Generalitat de Catalunya, Consell Interuniversitari de Catalunya, Oficina d’Accés a la Universitat. PAU de Inglés 2023, convocatoria extraordinaria. La imagen es el examen oficial tal cual y el texto lo reproduce; las explicaciones y las respuestas modelo son de EducaIA. Consultado el 7 de noviembre de 2026; el documento no declara fecha de última actualización.

El examen entero, resueltoExamen (PDF)Pauta de corrección (PDF)Reutilizado según el aviso legal de la Generalitat

2022Convocatoria ordinaria · Serie 2 · Ejercicio 1Part 1: Listening comprehension, an interview about the architect Frank Lloyd Wright

3 puntosCoincide con la pauta
Enunciado oficial
Enunciado oficialEste examen solo se publicó en inglés.

AMERICA’S BEST KNOWN ARCHITECT

In the following conversation you are going to hear some new words. Read and listen to them. Make sure you know what they mean.

windbag: persona que pontifica
grace: honorar / honrar
flock: congregar

Ready?

Now read the questions on the following page. Read them carefully before listening to the conversation.

[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 Why is Frank Lloyd Wright a famous American?

[0.375 points]

1.2 Frank Lloyd Wright wanted people to look to architects and to consult them more because

[0.375 points]

1.3 What did Frank Lloyd Wright want to reform in the U.S.?

[0.375 points]

1.4 Frank Lloyd Wright liked buildings that

[0.375 points]

1.5 Why did Frank Lloyd Wright not like New York City?

[0.375 points]

1.6 Why is Fallingwater so famous?

[0.375 points]

1.7 The text says that in certain circumstances we can “experience a feeling of awe.” Which of the following expressions is a synonym for awe in the text?

[0.375 points]

1.8 According to Mr. Wolf, Frank Lloyd Wright

[0.375 points]

Audio oficial

Audio oficial de la comprensión oral: Generalitat de Catalunya, Eureka, biblioteca digital (registro 334). Licencia CC BY-NC-SA 4.0. Registro en Eureka

Elige tu opción y abre la respuesta para compararla.

1.10,375 puntos

  1. a) His poetry won international prizes.
  2. b) His social activism earned him the Nobel Peace Prize.
  3. c) His designs for buildings are admired by architects everywhere.
  4. d) He advocated the elimination of banks and the banking system.
  1. a) Descartada

    El audio solo cuenta que algunos colegas lo han llamado «from a great poet to an insufferable windbag»; no habla de premios de poesía.

  2. b) Descartada

    No se dice en la entrevista: solo lo presenta, en opinión de algunos, como «foremost social rebel», sin ningún premio.

  3. c) Correcta

    Al presentar a Wright, el entrevistador lo llama «certainly the most famous American architect ever», y el biógrafo cierra la entrevista con «he changed the way we build and live». Es la única opción que habla de su obra de arquitecto; las otras tres no se mencionan en la entrevista.

  4. d) Descartada

    No se dice en la entrevista.

1.20,375 puntos

  1. a) he knew he could build cheaper houses.
  2. b) he wanted to change the type of buildings we live in.
  3. c) he wanted to make money from consulting.
  4. d) he wanted to become the most famous architect in the world.
  1. a) Descartada

    No se dice en la entrevista que quisiera construir casas más baratas.

  2. b) Correcta

    Cuando el entrevistador le pregunta cómo querría cambiar nuestra forma de vivir, el biógrafo contesta: «He wouldn't have liked to change so much the way we live, as what we live in, and how we live in it». Es decir, quería cambiar el tipo de edificios en los que vivimos.

  3. c) Descartada

    No se dice en la entrevista; el biógrafo solo explica que Wright pensaba que «people should have a right to look to their architects» para saber qué construir.

  4. d) Descartada

    Que sea el arquitecto más famoso lo dice el entrevistador al presentarlo; no es un motivo que dé Wright para que lo consultaran.

1.30,375 puntos

  1. a) The educational system.
  2. b) The type of farms and agriculture.
  3. c) The general way of life.
  4. d) The role of government.
  1. a) Descartada

    No se dice en la entrevista; solo se menciona que mucha gente «were not properly educated», sin hablar de reformar el sistema educativo.

  2. b) Descartada

    No se dice en la entrevista.

  3. c) Correcta

    Ante la frase de Wright sobre reconstruir el país, el biógrafo explica: «he thought the way of life in which the country... to which the country is committed needs change». Lo que quería reformar era el modo de vida en general.

  4. d) Descartada

    No se dice en la entrevista.

1.40,375 puntos

  1. a) were built in modules so that families could move their own home to another state.
  2. b) were tall, like those in the New York City skyline.
  3. c) had lots of windows and which could be seen from a distance.
  4. d) fit into the natural area where they were built.
  1. a) Descartada

    No se dice en la entrevista.

  2. b) Descartada

    Dice lo contrario: el perfil urbano de Nueva York «didn’t impress him at all».

  3. c) Descartada

    No se dice en la entrevista.

  4. d) Correcta

    El biógrafo dice que Wright quería «an architecture that belonged where you see it standing», una arquitectura que «graced the landscape». Sobre Fallingwater añade: «the house is integrated into the landscape».

1.50,375 puntos

  1. a) He thought the city was over-populated.
  2. b) He thought the type of buildings there represented a money-oriented view of society.
  3. c) He thought there was not enough space for his buildings nor for people.
  4. d) He thought New Yorkers didn’t like him.
  1. a) Descartada

    No se dice en la entrevista que Wright lo encontrara superpoblado; quien habla de mucha gente viviendo junta en una ciudad es el entrevistador.

  2. b) Correcta

    El biógrafo explica que, para Wright, Nueva York «is a great monument, he thought, to the power of money and to greed». Por eso no le gustaba: sus edificios reflejaban una visión de la sociedad centrada en el dinero.

  3. c) Descartada

    No se dice en la entrevista.

  4. d) Descartada

    No se dice en la entrevista que los neoyorquinos no lo apreciaran.

1.60,375 puntos

  1. a) Because it is made entirely from local wood.
  2. b) Because it was the first house Wright designed.
  3. c) Because it is the largest single family home in Pennsylvania.
  4. d) Because a stream runs inside the building.
  1. a) Descartada

    No se dice en la entrevista de qué material está hecha.

  2. b) Descartada

    No se dice en la entrevista; el biógrafo la llama «arguably the most famous house of the modern era», pero no dice que fuera la primera.

  3. c) Descartada

    No se dice en la entrevista; solo se cuenta que se construyó para una familia rica de Pittsburgh.

  4. d) Correcta

    Fallingwater está «built over a waterfall in Pennsylvania» y el biógrafo añade: «The water flows through the living room». Por eso un arroyo pasa por dentro del edificio.

1.70,375 puntos

  1. a) admiration.
  2. b) deception.
  3. c) envy.
  4. d) fear.
  1. a) Correcta

    Wolf describe lo que se siente ante un gran bosque: «a feeling of awe» en el que «you feel enlarged and encouraged, intensified, more powerful». Es una emoción positiva de asombro y respeto, que es lo que expresa admiration.

  2. b) Descartada

    Deception («engaño») no encaja: lo que Wolf describe es sentirse «enlarged and encouraged», nada que tenga que ver con engañar o ser engañado.

  3. c) Descartada

    Envy tampoco: en el pasaje nadie envidia nada y el sentimiento es de fuerza y ánimo.

  4. d) Descartada

    Fear contradice el pasaje, donde la persona se siente «more powerful», no asustada.

1.80,375 puntos

  1. a) is an over-rated architect.
  2. b) deserves his fame.
  3. c) was a pretty boring person.
  4. d) spent too much time criticising others.
  1. a) Descartada

    Dice lo contrario: Wolf se declara admirador de Wright («I’m an admirer»).

  2. b) Correcta

    Wolf termina diciendo: «Wright gained such cultural primacy for good reason». Es decir, que la fama de Wright es merecida.

  3. c) Descartada

    No se dice en la entrevista que fuera aburrido; Wolf está de acuerdo en que «he was rebellious, a radical in his art and life».

  4. d) Descartada

    No se dice en la entrevista; quienes critican a Wright son otros: «creditors have deplored his financial habits».

Transcripción oficial del audio

Interviewer: Welcome to our weekly program about famous Americans. Tonight, we go after the story of one of the most extraordinary men of our time. He is Frank Lloyd Wright, perhaps the greatest architect of the twentieth century and certainly the most famous American architect ever. And in the opinion of some, America's foremost social rebel. So, let’s talk to Mr. Roger Wolf, Frank Lloyd Wright’s biographer. Mr Wolf, how would you define him?

Mr Wolf: Well, I’m not the most appropriate person to define him. According to a story in Life Magazine not many years back, fellow architects have called him everything, from a great poet to an insufferable windbag. The clergy has deplored his morals, creditors have deplored his financial habits, politicians, his opinions. Admirers of Frank Lloyd Wright consider him as a man one hundred years ahead of his time. I’m an admirer.

Interviewer: One of his most famous statements was "If I had another fifteen years to work, I could rebuild this entire country, I could change the nation." Now, would you tell me why should he, one man, want to change the way of life of millions and millions of people?

Mr Wolf: Well, he thought the way of life in which the country... to which the country is committed needs change.

Interviewer: But don’t you think these words show his ego, his self-centeredness? You're saying that practically everyone in the United States is out of step except Frank Lloyd Wright.

Mr Wolf: Not at all, I’m not saying anything of the kind. It isn't their job to build, it was his. He thought people should have a right to look to their architects for suggestions for what they should build.

Interviewer: Well, as an architect...

Mr Wolf: ...and how they should build it.

Interviewer: As an architect, how would he have liked to change the way that we live?

Mr Wolf: He wouldn't have liked to change so much the way we live, as what we live in, and how we live in it. Wright always said that we ourselves are changing in the buildings we live in. Most people don't really understand what it is to live in an organic building with organic character.

Interviewer: Well now, organic building, organic character, these are words which are difficult to understand.

Mr Wolf: Well, let's say natural, would that suit you better? For Wright, a truly organic building developed from within outwards and was thus in harmony with its time, place, and inhabitants.

Interviewer: I'm still not... I would like specifically, to know what you mean, how would he like to change the way that we live?

Mr Wolf: He meant he'd have liked to have a free architecture, an architecture that belonged where you see it standing, architecture that graced the landscape instead of being a disgrace in the landscape. His clients told him how those buildings he had built for them had changed the character of their whole lives and their whole existence. And it's different now than it was before. Well, he'd have liked to do that for the whole country.

Interviewer: But, imagine New York. When he came to New York, and he saw the skyline of New York, didn’t it excite him? After all, he did design the Guggenheim Museum in New York. Most of us think that New York is so spectacular and imposing.

Mr Wolf: In fact, it didn’t impress him at all. Because it never was planned, it was all the result of a race for rent, and it is a great monument, he thought, to the power of money and to greed. It wasn’t about ideas. He didn't see an idea in the whole thing anywhere. Do you? Where is the idea in it? What's the idea?

Interviewer: The idea is obviously, it seems to me, that a lot of people want to live together to make their livings, to make money, to... to enjoy what this large city has to offer. And I guess from time immemorial people have flocked more or less to one spot to exchange ideas as well as goods.

Mr Wolf: But there was a justification for that. When there were no other means of communication than by personal contact. That's when the plans for the cities we now live in originated. They originated back in the Middle Ages, when the only way you could have a culture, the only way you could get social distinction or any education, was by joining other people. Today, however, we cannot get modern improvements here in the city anymore.

Interviewer: Let me see if I get your point. Is Fallingwater, Frank Lloyd Wright’s most famous work, an example of good architecture? What is it that makes Fallingwater so special?

Mr Wolf: Fallingwater is Frank Lloyd Wright’s house built over a waterfall in Pennsylvania for a rich family from Pittsburgh in the 1930s, and it’s arguably the most famous house of the modern era. I think it’s Wright’s supreme example of architecture connected to nature, what he called ‘organic architecture’, because the house is integrated into the landscape. The water flows through the living room.

Interviewer: I get it now. Let’s talk about other aspects of Wright’s personality. Wright had faith in youth. However, he did not have faith in the mob, yet young people grow into adults and often turn into a mob. Or do I misunderstand?

Mr Wolf: I think you’ve got it right. He believed that many people were not properly educated and didn't have an opportunity to go right instead of left. He always said that he put a capital N on Nature, and that is where people had to go, go back to Nature. He said that when you go out into a big forest, with towering pines, and experience a feeling of awe, frequently you do connect with the presence of nature, you not only feel large, you feel enlarged and encouraged, intensified, more powerful.

Interviewer: It is clear in your biography that he was rebellious, a radical in his art and life. Do you agree?

Mr Wolf: Absolutely. But don’t forget that if you ask the average citizen to name a famous American architect, you can bet that their answer will be Frank Lloyd Wright. Wright gained such cultural primacy for good reason: he changed the way we build and live.

Interviewer: Mr. Wolf, I thank you for talking with us today.

Mr Wolf: Well, you're welcome.

Adapted from https://hrc.contentdm.oclc.org/digital/collection/p15878coll90/id/23/rec/1.

Enunciado: Generalitat de Catalunya, Consell Interuniversitari de Catalunya, Oficina d’Accés a la Universitat. PAU de Inglés 2022, convocatoria ordinaria. La imagen es el examen oficial tal cual y el texto lo reproduce; las explicaciones y las respuestas modelo son de EducaIA. Consultado el 7 de noviembre de 2026; el documento no declara fecha de última actualización.

El examen entero, resueltoExamen (PDF)Pauta de corrección (PDF)Reutilizado según el aviso legal de la Generalitat

2022Convocatoria ordinaria · Serie 5 · Ejercicio 1Part 1: Listening comprehension, the history of handwashing

3 puntosCoincide con la pauta
Enunciado oficial
Enunciado oficialEste examen solo se publicó en inglés.

THE SURPRISING HISTORY OF HANDWASHING

In this radio programme you are going to hear some new words. Read and listen to them. Make sure you know what they mean.

go delirious: entrar en un estat de deliri / entrar en un estado de delirio
ward: sala d’hospital / sala de hospital
midwife: llevadora / comadrona
puzzling: misteriós / misterioso
aisle: passadís / pasillo

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 Where did Ignaz Semmelweis work?

[0.375 points]

1.2 Which of the following statements about Vienna General Hospital is NOT true?

[0.375 points]

1.3 Child bed fever was a disease affecting

[0.375 points]

1.4 Why did the hospital divide the maternity ward into two clinics?

[0.375 points]

1.5 As he tried to discover why more women were dying in one of the clinics, what did Ignaz do first?

[0.375 points]

1.6 Which of the following statements is TRUE about Ignaz’s work?

[0.375 points]

1.7 Ignaz discovered that child bed fever

[0.375 points]

1.8 Once the doctors started to wash their hands after performing autopsies,

[0.375 points]

Audio oficial

Audio oficial de la comprensión oral: Generalitat de Catalunya, Eureka, biblioteca digital (registro 334). Licencia CC BY-NC-SA 4.0. Registro en Eureka

Elige tu opción y abre la respuesta para compararla.

1.10,375 puntos

  1. a) In the Emperor’s palace in Vienna.
  2. b) In a small town in Hungary.
  3. c) In a large hospital in Vienna.
  4. d) The recording does not say where he worked.
  1. a) Descartada

    No se dice en el programa.

  2. b) Descartada

    Era un médico húngaro, pero la profesora sitúa su trabajo en Viena: «The story begins in 1844 in Vienna, Austria».

  3. c) Correcta

    La profesora lo dice al empezar la historia: «Ignaz worked in Vienna General hospital, which was the largest maternity hospital in the world». Es decir, trabajaba en un gran hospital de Viena.

  4. d) Descartada

    Sí lo dice: trabajaba en el hospital general de Viena.

1.20,375 puntos

  1. a) The hospital had too many patients.
  2. b) It was a very large hospital.
  3. c) It only served veterans of war.
  4. d) The sanitary conditions were poor by today’s standards.
  1. a) Descartada

    Es verdadera: «The conditions at Vienna General hospital were so crowded that they had to divide the maternity ward into two clinics».

  2. b) Descartada

    Es verdadera: era «the largest maternity hospital in the world».

  3. c) Correcta

    Es la frase falsa: era «the largest maternity hospital in the world», con mujeres que acababan de dar a luz; en el programa no se habla de veteranos de guerra.

  4. d) Descartada

    Es verdadera: según la profesora, «Conditions for healing were very poor».

1.30,375 puntos

  1. a) babies who had just been born.
  2. b) women who had just given birth.
  3. c) older children who had become delirious.
  4. d) anyone living in a house with small children.
  1. a) Descartada

    No afectaba a los recién nacidos: la profesora habla de mujeres tras el parto.

  2. b) Correcta

    La profesora dice que las mujeres notaban los síntomas «just a few days after giving birth» y que la enfermedad fue «responsible for the death of many, many women».

  3. c) Descartada

    El delirio que menciona es el de la madre: «She would start screaming because of the pain and go delirious», y no habla de niños mayores.

  4. d) Descartada

    No se dice en el programa; los síntomas aparecían tras dar a luz.

1.40,375 puntos

  1. a) Because doctors were better trained than midwives.
  2. b) Because rich people did not want to be in a ward with poor people.
  3. c) Because they needed more doctors.
  4. d) Because the hospital had too many maternity patients.
  1. a) Descartada

    La profesora dice que «doctors had more training than midwives», pero lo cuenta como algo desconcertante, no como el motivo de dividir la sala.

  2. b) Descartada

    No se dice en el programa.

  3. c) Descartada

    No se dice en el programa.

  4. d) Correcta

    La profesora lo explica así: «The conditions at Vienna General hospital were so crowded that they had to divide the maternity ward into two clinics». La sala se dividió porque había demasiadas pacientes.

1.50,375 puntos

  1. a) He considered solutions that others had proposed.
  2. b) He analyzed blood samples in a laboratory.
  3. c) He compared data from several hospitals.
  4. d) He treated patients in both clinics.
  1. a) Correcta

    La profesora responde: «first he analyzed some of the explanations that people had already suggested». Lo primero que hizo Ignaz fue, pues, considerar las soluciones que otros ya habían propuesto.

  2. b) Descartada

    No se dice en el programa.

  3. c) Descartada

    No se dice en el programa; lo que comparó fueron las dos clínicas del mismo hospital.

  4. d) Descartada

    No se dice en el programa que tratara a pacientes de las dos clínicas.

1.60,375 puntos

  1. a) He discovered the importance of handwashing soon after the clinics were divided.
  2. b) His discovery of the importance of handwashing was based on luck.
  3. c) He discovered the importance of handwashing because he had done controlled experiments.
  4. d) His friend Robert actually discovered the importance of handwashing, but he died too soon to take credit so Ignaz took the credit instead.
  1. a) Descartada

    Dice lo contrario: «it took him several years».

  2. b) Descartada

    El programa habla de experimentos y de una hipótesis que Ignaz puso a prueba, no de suerte.

  3. c) Correcta

    La profesora dice: «He did what any good scientist would do: he set up controlled experiments», y después: «To test his hypothesis, Ignaz had the doctors wash their hands with a disinfectant».

  4. d) Descartada

    Robert fue una pista, no el descubridor: al morir, Ignaz «noticed that his dying friend shared a lot of characteristics» con las mujeres enfermas.

1.70,375 puntos

  1. a) was spread by the doctors’ lack of personal hygiene when working.
  2. b) was caused by germs.
  3. c) was caused by contaminated water in one of the clinics.
  4. d) only affected women after giving birth.
  1. a) Correcta

    El entrevistador resume: «the doctors were spreading the disease from cadavers to mothers who had just given birth», y la profesora lo confirma con «Exactly». Los médicos transmitían la enfermedad por no lavarse las manos tras las autopsias.

  2. b) Descartada

    Dice lo contrario: en la época «They didn’t know about germs»; que los gérmenes causan enfermedades se descubrió más tarde.

  3. c) Descartada

    No se dice en el programa.

  4. d) Descartada

    Ignaz vio que su amigo Robert tenía síntomas parecidos y dedujo que la enfermedad «obviously wasn’t only related to giving birth».

1.80,375 puntos

  1. a) the number of women dying in the clinic served by doctors increased.
  2. b) the number of women dying in the clinic served by doctors decreased.
  3. c) the number of women dying in both clinics remained unchanged.
  4. d) the two clinics were combined again into a single, large maternity ward.
  1. a) Descartada

    Dice lo contrario: la mortalidad bajó.

  2. b) Correcta

    La profesora lo dice con estas palabras: «Once the doctors started doing this, the mortality rate of women in their clinic decreased to the same level as that in the midwives’ clinic».

  3. c) Descartada

    Dice lo contrario: la mortalidad de la clínica de los médicos bajó hasta igualarse a la de la clínica de las comadronas.

  4. d) Descartada

    No se dice en el programa que volvieran a unirse las dos clínicas.

Transcripción oficial del audio

Interviewer: We take it for granted now that washing our hands is a tool to fight disease. But somebody had to discover that, and most of the credit goes to a Hungarian doctor named Ignaz Semmelweis. How did he come to realize that handwashing was so important for our health? To answer that, we’ve invited Dr. Diana Tulane, a professor of the history of medicine at Purdue University in Indiana who has studied Ignaz Semmelweis, to our program. Welcome and good morning, Prof. Tulane.

Prof. Tulane: Good morning, and thank you for inviting me.

Interviewer: My pleasure. How did you become interested in Ignaz? Is he famous?

Prof. Tulane: Actually, I was interested in medicine as practiced in the 19th century, and Ignaz Semmelweis became an important name in medicine from that period.

Interviewer: I’m assuming he had something to do with handwashing.

Prof. Tulane: Yes, that’s right. The history of handwashing is actually complicated, and it’s pretty amazing that someone discovered the importance of handwashing at a time when most people thought disease was caused by something like bad air.

Interviewer: How can the history of handwashing be complicated? It seems like a pretty basic thing to do.

Prof. Tulane: Now it seems basic, but that wasn’t always so. The story begins in 1844 in Vienna, Austria, where Ignaz worked in Vienna General hospital, which was the largest maternity hospital in the world. As you can imagine, hospitals at that time were very different from what we know today. They didn’t know about germs, and hospitals were so crowded that it wasn’t really that rare for there to be more than one patient in a single bed. Conditions for healing were very poor. Not surprisingly, the mortality rate in hospitals of the time was extremely high.

Interviewer: I can imagine.

Prof. Tulane: One disease that was particularly deadly at this time was child bed fever, which was responsible for the death of many, many women. Women would notice symptoms just a few days after giving birth. Child bed fever was a particularly dramatic disease because it occurred at a time when people were supposed to be very happy, as their child had just been born, but things could go very bad for the mother in a very short period of time. She would start screaming because of the pain and go delirious, and die a horrible death.

Interviewer: How terrible. What caused this disease?

Prof. Tulane: We know now that this disease is caused by a bacterial infection, but that wasn’t known at the time. Remember, they didn’t know about germs.

Interviewer: So what happened at the hospital in Vienna?

Prof. Tulane: The conditions at Vienna General hospital were so crowded that they had to divide the maternity ward into two clinics, one that was served by doctors, and the other that was served by midwives. Soon it became apparent that many more women were getting child bed fever and dying in the doctors’ clinic than in the midwives’ clinic. This was very puzzling to everyone, because doctors had more training than midwives, so everyone expected that doctors would be able to provide better care. No one understood why more women in the doctors’ clinic were dying.

Interviewer: I bet it was Ignaz who solved the puzzle. And how did he do it?

Prof. Tulane: Well, first he analyzed some of the explanations that people had already suggested. Many people thought that child bed fever was caused by overcrowded conditions, but he knew that that could not be the only factor because both the clinic served by doctors and the one served by midwives were equally crowded, so there was no difference there that would explain the difference in mortality. But he did observe some other differences between the two clinics.

Interviewer: Really? How did he do this?

Prof. Tulane: He did what any good scientist would do: he set up controlled experiments. He had the women in one clinic give birth while lying on their sides, while those in the other clinic gave birth while lying on their backs. He then switched the positions for each group, but this had no effect. More of the doctors’ patients were still dying. Then, he noticed that in the doctors’ clinic, a priest was walking down the aisles ringing a bell. He thought that maybe psychological terror played a role because the women in the doctors’ clinic knew that they were dying once they saw the priest and heard the bell, but that he couldn’t proof that, either.

Interviewer: It sounds like this process took a long time.

Prof. Tulane: Oh yes, it took him several years. Then, in 1847, his best friend Robert, a doctor, was accidentally cut while doing an autopsy and died soon afterwards. Ignaz noticed that his dying friend shared a lot of characteristics with the women dying from child bed fever, so he hypothesized that they all had the same disease, and it obviously wasn’t only related to giving birth. He then observed that the doctors would do autopsies and afterward go directly to the maternity ward to deliver babies. He realized that the disease might be caused by the contact with dead bodies.

Interviewer: So, in effect, the doctors were spreading the disease from cadavers to mothers who had just given birth.

Prof. Tulane: Exactly. To test his hypothesis, Ignaz had the doctors wash their hands with a disinfectant after they performed an autopsy and before they entered the maternity ward. Once the doctors started doing this, the mortality rate of women in their clinic decreased to the same level as that in the midwives’ clinic.

Interviewer: So, did Ignaz become a hero? It sounds like he saved a lot of women’s lives.

Prof. Tulane: Well, yes and no. At first, the medical community was skeptical. Most of the doctors agreed to his idea of handwashing, but Ignaz was not an easy person to work with. For example, he insisted that all cases of child bed fever were caused by contamination from autopsies, even when that really wasn’t possible. In the end, he was taken to a psychiatric hospital and died alone.

Interviewer: How sad! But his realization that handwashing could prevent the spread of disease turned out to be very important.

Prof. Tulane: Yes. At about the same time as his death, scientists discovered that germs cause disease, and that would not have happened without the work of people like Ignaz Semmelweis.

Interviewer: That’s all we have time for today. Thank you, Dr. Tulane, for this very interesting history of handwashing.

Prof. Tulane. Thank you.

Text adapted from the program “The Surprise History of Handwashing” on National Public Radio, January 26, 2021.

Enunciado: Generalitat de Catalunya, Consell Interuniversitari de Catalunya, Oficina d’Accés a la Universitat. PAU de Inglés 2022, convocatoria ordinaria. La imagen es el examen oficial tal cual y el texto lo reproduce; las explicaciones y las respuestas modelo son de EducaIA. Consultado el 7 de noviembre de 2026; el documento no declara fecha de última actualización.

El examen entero, resueltoExamen (PDF)Pauta de corrección (PDF)Reutilizado según el aviso legal de la Generalitat

2022Convocatoria extraordinaria · Serie 3 · Ejercicio 1Part 1: Listening comprehension, an interview about poetry slam

3 puntosCoincide con la pauta
Enunciado oficial
Enunciado oficialEste examen solo se publicó en inglés.

3, 2, 1... SLAM!: POETRY COMES TO THE STAGE

In this radio programme you are going to hear some new words. Read and listen to them. Make sure you know what they mean.

scribble: gargotejar / garabatear
thumb through: fullejar / hojear
be hooked on: estar enganxat / estar enganchado
open mic: micròfon obert / micrófono abierto

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 How does Anne write her poems?

[0.375 points]

1.2 How did Anne learn about poetry slam?

[0.375 points]

1.3 According to Anne, the best thing about slam is

[0.375 points]

1.4 Anne’s poems

[0.375 points]

1.5 How long does it take Anne to write a poem?

[0.375 points]

1.6 How does Anne prepare for a performance?

[0.375 points]

1.7 Why is the audience important in a slam competition?

[0.375 points]

1.8 Which of the following statements is NOT true about Anne?

[0.375 points]

Audio oficial

Audio oficial de la comprensión oral: Generalitat de Catalunya, Eureka, biblioteca digital (registro 333). Licencia CC BY-NC-SA 4.0. Registro en Eureka

Elige tu opción y abre la respuesta para compararla.

1.10,375 puntos

  1. a) She always uses her laptop because her handwriting is messy.
  2. b) She prefers to write out her poems by hand.
  3. c) She first records them on her phone and then writes them down.
  4. d) She needs to write with dirty hands to find inspiration.
  1. a) Descartada

    Dice lo contrario: «I don’t type that often».

  2. b) Correcta

    Anne cuenta: «I’ve got my notebook with me all the time» y «I always scribble things down, although I don’t type that often». Escribe a mano, en su cuaderno.

  3. c) Descartada

    No se dice en la entrevista.

  4. d) Descartada

    Las manchas son de páginas antiguas, «stained with dirty hands and the remains of more than a few grilled cheese sandwiches»; no las menciona como condición para inspirarse.

1.20,375 puntos

  1. a) She went to a slam competition with a friend in 2018.
  2. b) She read an ad about a competition.
  3. c) She heard about it in an open mic session.
  4. d) She read an interview with a slammer in a magazine.
  1. a) Descartada

    Anne sitúa su primera competición en 2018, pero no dice que fuera con ningún amigo.

  2. b) Correcta

    Anne dice: «I first saw a live slam competition in 2018. I’d never heard of this kind of event, but I saw it was advertised in a magazine». Se enteró por un anuncio.

  3. c) Descartada

    Los open mic aparecen más tarde, como consejo para otros: «Try open mic nights first».

  4. d) Descartada

    Lo que vio en la revista fue un anuncio, «advertised in a magazine», no una entrevista.

1.30,375 puntos

  1. a) that poets know how to make you laugh and cry.
  2. b) the fact that it can be streamed online and played on any device.
  3. c) the strong link between the poet and the live audience.
  4. d) that poems are performed instead of written and read aloud.
  1. a) Descartada

    Hacer reír o llorar es un ejemplo de lo que da el directo, «there’s a certain live element to that», no lo que Anne destaca como mejor.

  2. b) Descartada

    Dice lo contrario: «I’ve got videos online and you can see me perform from any device, but it’s different when it’s live».

  3. c) Correcta

    Anne responde: «I think what I liked about it was that emphasis on connection», y añade que quien ha escrito el poema «is in front of you, saying it». Lo que más valora es el vínculo entre poeta y público.

  4. d) Descartada

    No se dice en la entrevista; Anne valora la conexión con el público, no que el poema se recite en vez de leerse.

1.40,375 puntos

  1. a) are based on strict mathematical patterns.
  2. b) search phrasing and rhyme by following patterns.
  3. c) usually take about five minutes to recite.
  4. d) intend to be messy and playful, as opposed to mathematical formulae.
  1. a) Descartada

    Dice lo contrario: «It’s not as rigid as a formula that I have to follow».

  2. b) Correcta

    Anne explica que cuando escribe, «searching for a particular way of phrasing something or a rhyme, there is definitely a technicality to it», y que ha adoptado «the idea of patterns and playfulness that I learnt through maths».

  3. c) Descartada

    Dice lo contrario: el límite es «a maximum of three minutes».

  4. d) Descartada

    No los opone a las matemáticas: lo juguetón le viene de ellas, pues habla de «patterns and playfulness that I learnt through maths».

1.50,375 puntos

  1. a) A minimum of three months.
  2. b) Usually three minutes.
  3. c) Sometimes just a couple of weeks.
  4. d) Much longer than before.
  1. a) Descartada

    Dice lo contrario: cuando escribía por afición tardaba «a couple of months, maybe», y ahora desde «a couple of weeks».

  2. b) Descartada

    Tres minutos es el límite de la actuación: «we typically have a maximum of three minutes».

  3. c) Correcta

    Anne dice que ahora tarda «anything from a couple of weeks to much longer». Por eso, a veces, solo un par de semanas.

  4. d) Descartada

    Sí compara con antes, pero al revés de lo que dice la opción: cuando escribía por afición tardaba «a couple of months, maybe», y ahora puede bastarle con «a couple of weeks».

1.60,375 puntos

  1. a) She recites poems aloud to become familiar with their rhythm.
  2. b) She reads the poem lots of times to learn all rhymes.
  3. c) She sings poems out loud in front of the mirror.
  4. d) She studies poems line by line as if they were jokes.
  1. a) Correcta

    Anne dice: «As part of my writing process, I’ll speak poems out loud to feel their rhythm». Es decir, recita en voz alta para familiarizarse con el ritmo.

  2. b) Descartada

    No se dice en la entrevista que lea el poema muchas veces para aprender las rimas.

  3. c) Descartada

    No se dice en la entrevista que cante ni que se ponga ante el espejo.

  4. d) Descartada

    Los chistes aparecen solo como ejemplo de su buena memoria: «remembering the lyrics to songs or specific jokes that I heard».

1.70,375 puntos

  1. a) Because they can decide which poems are performed.
  2. b) Because they can help slammers score higher.
  3. c) Because the panel asks for the audience’s opinion.
  4. d) Because some members of the audience may be part of the panel.
  1. a) Descartada

    Quien elige el poema es el que actúa: «read the room to choose the poem you’re going to perform».

  2. b) Descartada

    El consejo de Anne para puntuar más depende de quien actúa, que debe «read the room»; no dice que el público ayude a nadie a puntuar.

  3. c) Descartada

    No se dice en la entrevista que el jurado pida opinión al público; el jurado sale del propio público.

  4. d) Correcta

    Anne dice: «Usually, the panel is selected randomly from the audience in the room». Parte del público forma el jurado.

1.80,375 puntos

  1. a) She started writing when she was younger.
  2. b) She does not like maths anymore.
  3. c) She is good at memorising text.
  4. d) She finds inspiration in other slammers.
  1. a) Descartada

    Es verdadera: habla de «my messy little-kid handwriting», o sea, de páginas escritas de pequeña.

  2. b) Correcta

    Es la frase falsa: Anne dice que «I’ve really embraced the idea of patterns and playfulness that I learnt through maths». Las matemáticas le han servido para escribir, y no dice que ya no le gusten.

  3. c) Descartada

    Es verdadera: «I was always good at remembering the lyrics to songs».

  4. d) Descartada

    Es verdadera: recomienda ver a otros slammers porque «they are a true source of inspiration».

Transcripción oficial del audio

Interviewer: Welcome to our weekly programme on literature. Today we’re going to discuss a relatively recent development in literature, a poetry slam. A poetry slam is a competition arts event in which poets perform before a live audience and a panel of judges. Slams have become increasingly popular all around the world, with events welcoming a large number of attendees. My guest Anne is here with us today to tell us about her experience as a slammer. Hi, Anne! Could you tell us about yourself? Would you define yourself as a poet?

Anne: What a nice question! I had never been asked that! The truth is that I have always loved writing. I’ve got my notebook with me all the time —whether it’s by the side of my bed or on trains, I always scribble things down, although I don’t type that often. In fact, there’s a suitcase full of poems beneath my bed. I don’t remember how most of them got there. Sometimes I’ll thumb through them and see my messy little-kid handwriting. There may be over a hundred pages stained with dirty hands and the remains of more than a few grilled cheese sandwiches.

Interviewer: When did performance jump in? Why did you start taking part in poetry slam competitions?

Anne: I first saw a live slam competition in 2018. I’d never heard of this kind of event, but I saw it was advertised in a magazine. After attending a few sessions, I got completely hooked on it and decided to give it a try from stage. I think what I liked about it was that emphasis on connection. Whether it’s a performer making you laugh or making you cry, there’s a certain live element to that. You know, I’ve got videos online and you can see me perform from any device, but it’s different when it’s live. In a live context you can immediately get what the performer’s trying to say and there’s an added level of accessibility, because the person who’s written the poem is in front of you, saying it, and it gives it so much more context.

Interviewer: You have a degree in Maths, if I’m not wrong. Has that helped you with your poetry?

Anne: Yeah! For ages I told myself that the two were just separate worlds, but then I realised that when I’m writing my poems or searching for a particular way of phrasing something or a rhyme, there is definitely a technicality to it. It’s not as rigid as a formula that I have to follow, but I think I’ve really embraced the idea of patterns and playfulness that I learnt through maths. I try to bring that to my poetry.

Interviewer: Tell us about slam poems. What are they like and how do you prepare for them?

Anne: There is a time limit in poem performances –we typically have a maximum of three minutes. I used to just write my poems as a hobby in my free time, so from start to finish it would be a couple of months, maybe, waiting for inspiration to come. Now I think that I do it full time, I’m a bit more disciplined with that, so it’s anything from a couple of weeks to much longer. It’ll often start with a playful bit of language, whether that’s a rhyme or a one-liner, and then it just comes out.

Interviewer: And you need to memorise the whole poem for live performances?

Anne: Yes, but that’s something I’ve always done. I was always good at remembering the lyrics to songs or specific jokes that I heard. As part of my writing process, I’ll speak poems out loud to feel their rhythm. The first time I perform, I’ll still have it in my book in front of me just in case, but I think once I’ve learnt a poem, I enjoy the performance aspect of it and I find that easier if I can do it without worrying about what the next line’s going to be.

Interviewer: And then in the event a panel of three to five judges gives each slammer a score, is that right? What is your secret to score high?

Anne: Yes, that’s right. Usually, the panel is selected randomly from the audience in the room. A good idea to score higher is to read the room to choose the poem you’re going to perform, because it’s a live thing, you know, so it’s dependent on who’s in the room. It’s also helpful to have enough poems so that you can pick and choose among them.

Interviewer: Are there any tips you’d like to give people who perhaps want to get into spoken word poetry?

Anne: Don’t get too nervous if you decide to try. The audience at these events is usually very supportive. Sometimes it can be difficult to feel confident, but it’s really worth it. Try open mic nights first if you think that could be helpful before getting into a competition. Watch videos online of some of the best slammers worldwide to prepare yourself, like Harry Baker’s, Dani Orviz’s, or Emi Mahmoud’s –they are a true source of inspiration!

Interviewer: Wow! I’m looking forward to watching those videos myself! Thank you, Anne, for your time and for letting us know about poetry slam. We hope to see you on stage very soon!

Anne: My pleasure.

Adapted from ‘An interview with our favourite World Poetry Slam Champion: Harry Baker’, The Temple Times, 13th March 2020.

Enunciado: Generalitat de Catalunya, Consell Interuniversitari de Catalunya, Oficina d’Accés a la Universitat. PAU de Inglés 2022, convocatoria extraordinaria. La imagen es el examen oficial tal cual y el texto lo reproduce; las explicaciones y las respuestas modelo son de EducaIA. Consultado el 7 de noviembre de 2026; el documento no declara fecha de última actualización.

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