Inglés, PAU 2022 de Cataluña: el examen de junio (serie 5) resuelto

El examen de junio (serie 5) de Inglés de la PAU de Cataluña de 2022, entero: los tres ejercicios tal como salieron. En la comprensión oral, el audio oficial; en las 16 preguntas de opciones, la opción correcta y por qué; y en la redacción, una redacción modelo por cada opción, con lo que pide cada consigna. En el ejercicio 3 se elegía una de las tres preguntas de la 3.1 a la 3.3: las tienes resueltas todas.

Examen (PDF)Pauta de corrección (PDF)Reutilizado según el aviso legal de la Generalitat

Explicaciones y respuestas modelo de EducaIA. La pauta de 2022 da la opción correcta de las 16 preguntas de opciones y la transcripción completa del audio; no da criterios de redacción (el examen solo dice «4 points») ni ninguna redacción modelo.

Qué entraba, en puntos

Los puntos de cada apartado, sumados por el tema que pregunta. Lo que se elegía dentro del ejercicio 3 va aparte, rayado.

Instrucciones del examen Choose ONE topic. Your answer should be 125-150 words in length. There is no specific penalty for exceeding 150 words in length. Extra points are not given for exceeding 150 words.

Los ejercicios del examen

2022Convocatoria ordinaria · Serie 5 · Ejercicio 1Part 1: Listening comprehension, the history of handwashing

3 puntosCoincide con la pautaTemas: Comprensión oral
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.

Examen (PDF)Pauta de corrección (PDF)Reutilizado según el aviso legal de la Generalitat

2022Convocatoria ordinaria · Serie 5 · Ejercicio 2Part 2: Reading comprehension, how ginkgo trees were saved from extinction

3 puntosCoincide con la pautaTemas: Comprensión escrita con opciones
Enunciado oficial
Enunciado oficialEste examen solo se publicó en inglés.

GINKGO TREES NEARLY WENT EXTINCT. HERE’S HOW WE SAVED THESE ‘LIVING FOSSILS’

On the streets of Manhattan and Washington, D.C., in neighborhoods in Seoul and parks in Paris, ginkgo trees are gradually losing their bright yellow leaves in reaction to the first frigid winter air. Such leaf drop, gradual at first, and then suddenly, carpets streets with golden, fan-shaped leaves every year. But around the world, scientists are documenting evidence of the event happening later and later, a possible indication of climate change.

“People would ask us, ‘When should I come out to see peak ginkgo color?’ and we would say the 21st of October,” says David Carr, the director of the University of Virginia’s Blandy Experimental Farm, which is home to The Ginkgo Grove, an arboretum with over 300 ginkgo trees.

Carr, who’s been at The Ginkgo Grove since 1997, says the trend toward warmer falls and later-in-the-season leaf color is a noticeable one. “Nowadays it seems to be closer to the end of October or the first week of November.” But this is not the first time the ancient species has confronted major climate changes. And the story of ginkgos is not the familiar one of human carelessness with nature.

Thanks to fossils found in North Dakota, scientists know the species Ginkgo biloba has existed in its current form for 60 million years; it has genetically similar ancestors dating back 170 million years to the Jurassic Period. In its nearly 200-million-year timeline, “they gradually were reduced. They almost went extinct. Then they have this renewal that comes from the association with humans,” says Peter Crane, author of the book Ginkgo and one of the world’s foremost Ginkgo experts.

The International Union for the Conservation of Nature, an organization that tracks the survival of Earth’s species, classifies the tree as endangered in the wild. Only a few rare populations are thought to potentially exist in China. When you walk on those bright golden fans scattered on some rain-darkened sidewalk this fall, you’re having a close encounter with a rare thing—a species that humans rescued from natural oblivion and spread around the world. It’s “such a great evolutionary story,” Crane says, “and also a great cultural story.”

On Earth today there are five different types of plants that produce seeds: flowering plants, the most abundant; conifers, plants with cones; gnetales, a diverse group of about 70 species including desert shrubs, tropical trees, and vines; cycads, another ancient group of palm-like trees—and the lonely ginkgo. In the plant kingdom’s Ginkgoaceae family, there is just one living species, Ginkgo biloba.

Scientists think the world once contained many different species of ginkgo too. Fossilized plants found in a coal mine in central China that date back 170 million years show ginkgo-like trees with only slight variations in the shape of their leaves and number of seeds. The species was thought to be extinct in the wild until the early 20th century, when a supposedly undomesticated population was found in western China. A paper published in 2004 disagreed, suggesting instead that those trees had been cultivated by ancient Buddhist monks—but suggesting that other ginkgo havens might be found in the southwest of the country. Then in 2012, a new paper cited evidence that a wild population did indeed exist in southwestern China’s Dalou Mountains. Those wild populations are a potential treasure of diversity for crossbreeding as scientists seek to improve the genetic composition of the domesticated species.

Crane is not worried about the future of the ginkgo, though. The popularity of the species will help it survive. “Though its status in the wild may be precarious and difficult to access, it is a plant that is unlikely to ever go extinct,” Crane says.

Text adapted from an article by Sarah Gibbens. The National Geographic [online] (November 30, 2020)

fan-shaped: en forma de ventall / en forma de abanico
ancestors: avantpassats / antepasados
scattered: escampats / esparcidos
oblivion: oblit / olvido
seeds: llavors / semillas
shrubs: arbustos
havens: refugis / refugios
crossbreeding: encreuament genètic / cruce genético

QUESTIONS

Choose the best answer according to the text. 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.]

2.1 According to scientists,

[0.375 points]

2.2 Which one of the sentences is FALSE?

[0.375 points]

2.3 According to the International Union for the Conservation of Nature,

[0.375 points]

2.4 Which one of the sentences is TRUE?

[0.375 points]

2.5 Fossilized plants confirm that

[0.375 points]

2.6 The undomesticated population of ginkgos found in western China

[0.375 points]

2.7 Today domesticated ginkgo trees

[0.375 points]

Elige tu opción y abre la respuesta para compararla.

2.10,375 puntos

  1. a) ginkgo trees losing their leaves later is possibly causing climate change.
  2. b) ginkgo trees no longer lose their leaves in the winter due to climate change.
  3. c) ginkgo trees losing their leaves later in the year is possibly due to climate change.
  4. d) ginkgo trees have gone from losing their leaves gradually to suddenly as a consequence of climate change.
  1. a) Descartada

    Invierte la relación: la caída tardía es «a possible indication of climate change», no su causa.

  2. b) Descartada

    El texto no dice que dejen de perder las hojas, sino que lo hacen más tarde: «evidence of the event happening later and later».

  3. c) Correcta

    El texto dice que «scientists are documenting evidence of the event happening later and later, a possible indication of climate change». La caída tardía de las hojas es un posible efecto del cambio climático.

  4. d) Descartada

    El texto describe cómo cae la hoja cada año, «gradual at first, and then suddenly», sin decir que eso haya cambiado por el clima.

2.20,375 puntos

  1. a) Ginkgos almost went extinct because of human carelessness with nature.
  2. b) Ginkgos have confronted major climatic changes before.
  3. c) Ginkgos have existed as a species for millions of years.
  4. d) Ginkgos have overcome extinction thanks to association with humans.
  1. a) Correcta

    La frase falsa es la primera: el texto dice que «the story of ginkgos is not the familiar one of human carelessness with nature». Fueron los humanos quienes los salvaron.

  2. b) Descartada

    Es verdadera: «this is not the first time the ancient species has confronted major climate changes».

  3. c) Descartada

    Es verdadera: la especie «has existed in its current form for 60 million years».

  4. d) Descartada

    Es verdadera: «they have this renewal that comes from the association with humans».

2.30,375 puntos

  1. a) ginkgos are found in vast numbers in the wild.
  2. b) practically no ginkgos exist in the wild.
  3. c) ginkgos no longer grow in the wild.
  4. d) ginkgos are a species that can only be found in the wild.
  1. a) Descartada

    Dice lo contrario: solo quedan «a few rare populations».

  2. b) Correcta

    La organización clasifica el árbol como «endangered in the wild», y el texto añade: «Only a few rare populations are thought to potentially exist in China».

  3. c) Descartada

    El texto dice que quizá existan algunas poblaciones, así que no afirma que hayan desaparecido del todo.

  4. d) Descartada

    Dice lo contrario: es una especie que los humanos rescataron y «spread around the world».

2.40,375 puntos

  1. a) Ginkgos are flowering plants.
  2. b) Ginkgos are palm-like trees.
  3. c) Ginkgos have several different species.
  4. d) Ginkgos produce seeds.
  1. a) Descartada

    El texto cita las «flowering plants» como otro tipo de planta con semillas y aparte «the lonely ginkgo».

  2. b) Descartada

    Los de aspecto de palmera son otro grupo: «cycads, another ancient group of palm-like trees».

  3. c) Descartada

    Dice lo contrario: «there is just one living species».

  4. d) Correcta

    El texto dice que «there are five different types of plants that produce seeds» y cita entre ellos «the lonely ginkgo». Por tanto, el ginkgo produce semillas.

2.50,375 puntos

  1. a) ginkgos have actually changed very little through time.
  2. b) currently extinct species of ginkgos did not produce seeds.
  3. c) millions of years ago ginkgos had the exact same number of seeds and shape of leaves as today.
  4. d) different species of ginkgos were once common on all continents.
  1. a) Correcta

    Los fósiles «show ginkgo-like trees with only slight variations in the shape of their leaves and number of seeds». Hay, pues, muy pocos cambios a lo largo del tiempo.

  2. b) Descartada

    Los fósiles mencionan variaciones en «number of seeds», así que esos ginkgos sí producían semillas.

  3. c) Descartada

    El texto habla de «only slight variations», no de que fueran exactamente iguales.

  4. d) Descartada

    No se dice en el texto: los fósiles que cita vienen de Dakota del Norte y de China.

2.60,375 puntos

  1. a) showed that this species of trees only grows in the wild.
  2. b) was later destroyed by a forest fire.
  3. c) went extinct in the early 20th century.
  4. d) might have been cultivated by monks.
  1. a) Descartada

    Dice lo contrario: el hallazgo se discutió justamente porque podían ser árboles cultivados.

  2. b) Descartada

    No se dice en el texto.

  3. c) Descartada

    Es al revés: se creía que la especie estaba «extinct in the wild until the early 20th century», cuando apareció esa población.

  4. d) Correcta

    El texto dice que un artículo de 2004 no estaba de acuerdo y sugería «that those trees had been cultivated by ancient Buddhist monks».

2.70,375 puntos

  1. a) are common around the world.
  2. b) are only found in western China.
  3. c) belong to one of five related species.
  4. d) lose their leaves in mid-summer.
  1. a) Correcta

    El texto describe el ginkgo como «a species that humans rescued from natural oblivion and spread around the world», y empieza nombrando calles de Manhattan, barrios de Seúl y parques de París.

  2. b) Descartada

    Dice lo contrario: están «around the world».

  3. c) Descartada

    No: hay una sola especie viva, «Ginkgo biloba», y las cinco que se mencionan son tipos de plantas con semillas.

  4. d) Descartada

    El texto habla del otoño: las hojas amarillas se pierden «in reaction to the first frigid winter air».

2.80,375 puntos

  1. a) it is difficult to find in the wild.
  2. b) it is a symbol of prosperity in China.
  3. c) it is a popular species of tree.
  4. d) its status in the wild is uncertain.
  1. a) Descartada

    La dificultad de encontrarlo en estado salvaje aparece como una concesión: «Though its status in the wild may be precarious and difficult to access», no como motivo para estar tranquilo.

  2. b) Descartada

    No se dice en el texto.

  3. c) Correcta

    Crane lo dice así: «The popularity of the species will help it survive». Por eso cree que es improbable que se extinga.

  4. d) Descartada

    Su situación incierta en estado salvaje también es la concesión de «Though…», no la razón de su optimismo.

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.

Examen (PDF)Pauta de corrección (PDF)Reutilizado según el aviso legal de la Generalitat

2022Convocatoria ordinaria · Serie 5 · Ejercicio 3Part 3: Writing

4 puntosUna redacción modelo de EducaIA: la pauta no da ningunaTemas: Ensayo a favor y en contra, Ensayo de opinión y argumentativo, Narración
Enunciado oficial
Enunciado oficialEste examen solo se publicó en inglés.

Choose ONE topic. Your answer should be 125-150 words in length. There is no specific penalty for exceeding 150 words in length. Extra points are not given for exceeding 150 words.

[4 points]

3.1 Many traditions from the United States, such as Halloween or the character of Santa Claus, have been exported to other cultures. Write a for-and-against essay discussing to what extent this enriches or has a negative effect on one’s own traditions.

[4 points]

3.2 Football has become a phenomenon that involves a lot of people and money. Today only important teams that have a lot of money to hire the best players in the world have a chance to win major tournaments and trophies. Do you think that football has become something other than a sport and has lost its original spirit? Write an opinion essay.

[4 points]

3.3 The COVID-19 pandemic has had a huge impact on cultural events. Write a narrative essay explaining your experience at the last concert, music festival or theatrical performance that you attended.

[4 points]

Escribe tu redacción y compárala con la redacción modelo.

3.14 puntos

La respuesta modelo

Halloween costumes and Santa Claus now appear far beyond American borders. Is this a positive development?

On the one hand, these imports can enrich our culture. Halloween, for example, gives young people a reason to get together, dress up and be creative. Likewise, new customs bring variety and help us understand other societies.

On the other hand, local traditions may be forgotten. In Catalonia, for instance, some children now prefer Halloween to the Castanyada, even though the latter is part of our own heritage. Furthermore, many imported celebrations are driven by companies that want to sell costumes, so they can become more commercial than meaningful.

In conclusion, foreign traditions are not harmful in themselves. The real problem appears when they replace our own customs instead of coexisting with them. If we keep celebrating both, our culture will be richer, not poorer.

Qué pide la consigna

Pide un ensayo a favor y en contra que discuta hasta qué punto las tradiciones exportadas desde EE. UU. enriquecen o dañan las propias, en 125–150 palabras. La redacción modelo abre con una pregunta que plantea el tema, dedica un párrafo a los argumentos a favor y otro a los contrarios, con un ejemplo en cada uno, y cierra con una conclusión que pondera los dos lados, que es lo que pide el género.

3.24 puntos

La respuesta modelo

I believe football has become much more than a sport, and that it has partly lost its original spirit.

To begin with, money now decides almost everything. A few wealthy clubs can sign the best players in the world, so smaller teams rarely have a chance of winning major competitions. Fans know in advance who the favourites are, and unexpected victories are becoming extremely rare.

In addition, many players change clubs for huge salaries, which weakens their bond with the supporters. When a star leaves for a richer team, it is hard to believe that the badge matters more than the contract.

Nevertheless, the game itself has not disappeared. Every weekend, thousands of children and amateur teams play for pure enjoyment.

In short, professional football is now a huge business, but the original spirit survives wherever people play simply for fun.

Qué pide la consigna

Pide un ensayo de opinión que conteste a una pregunta: si el fútbol se ha convertido en algo distinto de un deporte y ha perdido su espíritu original, en 125–150 palabras. La redacción modelo da su postura en la primera frase (en parte, sí), la apoya con dos razones (el dinero decide los títulos y los fichajes debilitan el vínculo con la afición), reconoce lo que se mantiene y cierra con una conclusión.

3.34 puntos

La respuesta modelo

The last concert I attended was in June last year, after almost two years without live music. I had bought the tickets months earlier, but I could hardly believe the day had finally come.

When we arrived at the stadium, the atmosphere was electric. People were queuing with big smiles, and my friend Laia and I found our places just as the lights went down.

From the first song, the audience sang every word. At one point, the singer thanked us for coming back, and I noticed that many people around me were crying. I realised how much we had missed these shared moments.

We walked home in silence, with our ears still ringing. It was not the best show I had ever seen, but it was certainly the most emotional one, and it made me appreciate live culture more than ever.

Qué pide la consigna

Pide una narración sobre tu experiencia en el último concierto, festival o función de teatro al que fuiste, con la pandemia como contexto, en 125–150 palabras. La redacción modelo cuenta un concierto en orden temporal y en pasado, con la espera, el momento más emotivo y el regreso a casa, y conecta con la pandemia en el primer párrafo y en el cierre.

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.

Examen (PDF)Pauta de corrección (PDF)Reutilizado según el aviso legal de la Generalitat

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Practica cada tema

Cada tema de este examen tiene su página con todos los ejercicios de la PAU de Inglés de 2022 a 2026.

Comprensión oralComprensión escrita con opcionesEnsayo a favor y en contraEnsayo de opinión y argumentativoNarraciónTodos los temas de Inglés

Preguntas frecuentes

¿Cómo era el examen de junio (serie 5) de Inglés de 2022?

Las instrucciones oficiales, en inglés, están arriba. Por temas, los puntos eran: comprensión oral (3 puntos) y comprensión escrita con opciones (3 puntos). Ejercicio 3, una pregunta a elegir de tres: 3.1, ensayo a favor y en contra; 3.2, ensayo de opinión y argumentativo; 3.3, narración.

¿Las respuestas son las oficiales?

La opción correcta de cada pregunta de opciones es la de la pauta oficial; las explicaciones, las respuestas modelo y las redacciones modelo las escribe EducaIA. La pauta de 2022 da la opción correcta de las 16 preguntas de opciones y la transcripción completa del audio; no da criterios de redacción (el examen solo dice «4 points») ni ninguna redacción modelo.

¿Dónde están el examen oficial y la pauta?

En los enlaces de arriba del todo: el PDF del examen y el de la pauta de corrección, en la web de la Generalitat. El botón de imprimir prepara el examen con espacio para responder y las respuestas modelo aparte.

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Enunciado oficial

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