Inglés, PAU 2023 de Cataluña: el examen extraordinario resuelto

El examen extraordinario de Inglés de la PAU de Cataluña de 2023, 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 2023 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

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

3 puntosCoincide con la pautaTemas: Comprensión oral
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.

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

2023Convocatoria extraordinaria · Serie 2 · Ejercicio 2Part 2: Reading comprehension, who invented soccer

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

SOCCER IS THE WORLD’S MOST POPULAR SPORT. BUT WHO INVENTED IT?

Soccer is by far the world’s most popular sport, and for good reason—beloved by at least 265 million people worldwide, it’s easy to play in a random yard or field, and viewers instantly relate to the players racing across stadiums in different parts of the world. But if you’re looking for the earliest ancestor of all that running, kicking, and cooperating, be ready to turn back your watch. Here’s what you need to know about soccer’s ancient origins and why it’s the world’s favorite sport today.

The Chinese were the first to kick balls into nets for sport in the third century B.C., and the game known globally as football was formalized in England in the 19th century. But the predecessor of most modern ball games can be found in the Americas. “The idea of the team sport was invented in Mesoamerica,” says Mary Miller, a professor of the history of art at Yale University who has studied extensive evidence of the sport. In Mesoamerica, the vast historical region spanning from Mexico to Costa Rica, civilizations flourished well before Columbus “discovered” them, and many of them played a sport that involved a heavy ball made from a substance derived from tree resin.

It is unclear exactly where the game was invented, but it was popular across Mesoamerican cultures like the Teotihuacanos, Aztecs, and Maya beginning about 3,000 years ago. Its name varied—ullamaliztli in Aztec, pok-ta-pok or pitz in Maya. So did its rules, which included moves such as keeping the ball in play by bumping it with body parts or using racquets or bats.

Many of these games were played with rubber balls, which still exist in the archaeological record. Other evidence of game play ranges from ceramic vessels to more than 1,300 large stone courts that can be found across the region.

Aztec players bounced the ball back and forth between teams using only their hips and buttocks (feet or hands were off limits). They tried to hit the back wall of their opponents’ courts with just one bounce, often sustaining life-threatening injuries when they were hit with the hard, heavy ball. If a player managed to get it into a high ring on the opposing team’s side, it was an automatic win—and a major honor for the winner.

Though it was played as an everyday pickup sport, much like soccer or basketball, this ball game also held a sacred place in religion and warfare for Mesoamerican cultures. Aztec kings reportedly played it as a substitute for war, gaining ruling rights or diffusing diplomatic dramas with a game of ball. In Maya and Veracruz cultures, the stakes were even higher: the losers of some ritual games were sacrificed.

Though other cultures like Native Americans and Indigenous Australians played similar games, the modern sport that some people know as soccer—and many others know as football—was created in British schools. Although they had played variations of the game informally for centuries, the sport became formalized in the 19th century.

In the mid 19th century, developments in transportation, labor, and technology gave people the leisure and means to travel to competitive matches on mown lawn fields. By the 1840s, a variety of British schools created their own standards of play, making it possible to hold tournaments among players who all knew the same rules.

As the sport’s popularity ballooned, players banded together in the London Football Association. By the 1870s, some teams had begun to recruit widely, secretly paying working-class league members. Upper-class footballers wanted the sport to remain amateur, but in 1885, they finally agreed to allow professional players, enabling a further boom in the sport. By 1904, the sport was so popular it had gone international, and the Fédération Internationale de Football Association (FIFA) began that same year.

Soccer’s success skyrocketed from there. After the sport debuted in the 1908 Olympic Games and the first FIFA World Cup in 1930, professional soccer flourished. Today, FIFA remains the sport’s governing body, raking in $755.5 million in 2021 alone.

But the heart of the sport has always been on the field, where everyone from small children to seasoned pro athletes can enjoy the action. Soccer’s spirit is alive and well both in modern incarnations of the ball game and the millions of amateur and pro players who run and kick their way down an official or makeshift soccer pitch every day.

Text adapted from an article by Erin Blakemore.
The National Geographic [online] (November 17, 2022)

pickup: espontani / espontáneo
sacred: sagrat / sagrado
to balloon: incrementar
raking: recollint / recogiendo
seasoned: experimentats / experimentados
makeshift: improvisat / improvisado

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 Which of the following statements is NOT true?

[0.375 points]

2.2 The rules of a sport that involved a heavy rubber ball

[0.375 points]

2.3 Which of the following statements is TRUE?

[0.375 points]

2.4 The ball game was sacred to Mesoamerican cultures and

[0.375 points]

2.5 19th century British schools

[0.375 points]

2.6 By 1870

[0.375 points]

2.7 The popularity of football as a sport

[0.375 points]

2.8 Although professional football has flourished since the early 20th century,

[0.375 points]

Elige tu opción y abre la respuesta para compararla.

2.10,375 puntos

  1. a) Football as we know it was not formalized until the 19th century.
  2. b) Mesoamerican civilizations owe ball games to Columbus.
  3. c) In the third century B.C. the Chinese already played ball games.
  4. d) Modern ball games have their origin in Mesoamerica.
  1. a) Descartada

    Es verdadera: «the game known globally as football was formalized in England in the 19th century».

  2. b) Correcta

    El texto dice que en Mesoamérica «civilizations flourished well before Columbus» y que «The idea of the team sport was invented in Mesoamerica». No se lo deben a Colón: es la afirmación falsa, la segunda opción.

  3. c) Descartada

    Es verdadera: «The Chinese were the first to kick balls into nets for sport in the third century B.C.».

  4. d) Descartada

    Es verdadera: «the predecessor of most modern ball games can be found in the Americas».

2.20,375 puntos

  1. a) varied across Mesoamerican cultures.
  2. b) only included the use of body parts.
  3. c) excluded the use of racquets entirely.
  4. d) were formalized by Columbus and his men.
  1. a) Correcta

    Sobre el juego mesoamericano, el texto dice que su nombre variaba y que «So did its rules». Las reglas variaban según la cultura, que es la primera opción.

  2. b) Descartada

    Las reglas incluían «keeping the ball in play by bumping it with body parts», pero también usar raquetas o bates: no solo partes del cuerpo.

  3. c) Descartada

    Al revés: algunas reglas incluían «using racquets or bats».

  4. d) Descartada

    Colón solo sirve de referencia temporal; el texto no le atribuye ninguna regla.

2.30,375 puntos

  1. a) Aztec players threw the ball back and forth.
  2. b) Aztec players could hit the hard, heavy ball with all their body parts.
  3. c) Aztec players used hard, heavy balls that could even kill them.
  4. d) Aztec players had to get the ball into the opposing team’s ring several times to win.
  1. a) Descartada

    La pelota no se lanzaba con las manos: «feet or hands were off limits».

  2. b) Descartada

    Solo podían usar las caderas y las nalgas: «using only their hips and buttocks».

  3. c) Correcta

    El texto dice que los jugadores aztecas sufrían «life-threatening injuries when they were hit with the hard, heavy ball». Es decir, la pelota dura y pesada podía llegar a matarlos, que es la tercera opción.

  4. d) Descartada

    Bastaba con meterla en el aro: «it was an automatic win».

2.40,375 puntos

  1. a) all their players were sacrificed at the end of the game.
  2. b) often created diplomatic conflict among Aztec kings.
  3. c) was used by Aztec kings for good luck before going to war.
  4. d) sometimes replaced battles and helped resolve conflicts.
  1. a) Descartada

    Solo se sacrificaba a los perdedores de algunos juegos rituales: «the losers of some ritual games were sacrificed».

  2. b) Descartada

    Al contrario: servía para «diffusing diplomatic dramas», es decir, para calmar conflictos diplomáticos, no para crearlos.

  3. c) Descartada

    No dice que se usara para dar suerte antes de la guerra: no se menciona la suerte; dice que sustituía a la guerra.

  4. d) Correcta

    El texto dice que los reyes aztecas jugaban «as a substitute for war». Es decir, a veces el juego sustituía a las batallas y ayudaba a resolver conflictos, que es la cuarta opción.

2.50,375 puntos

  1. a) are responsible for modern football or soccer.
  2. b) never agreed to a common set of rules to play football.
  3. c) only played football informally and uncompetitively.
  4. d) are responsible for technological developments in football.
  1. a) Correcta

    El texto dice que el deporte que conocemos como fútbol o soccer «was created in British schools», y que se formalizó en el siglo XIX. Es la primera opción.

  2. b) Descartada

    Sí hubo reglas comunes: gracias a ellas se podían hacer torneos entre jugadores que «all knew the same rules».

  3. c) Descartada

    Habían jugado de manera informal durante siglos, pero en el siglo XIX el deporte se formalizó y hubo torneos («hold tournaments among players»).

  4. d) Descartada

    Los avances técnicos («developments in transportation, labor, and technology») no se atribuyen a las escuelas: solo dieron a la gente tiempo y medios para viajar a los partidos.

2.60,375 puntos

  1. a) all football players were professional.
  2. b) some working-class football players were paid.
  3. c) upper-class football players became professional.
  4. d) no football players were amateurs.
  1. a) Descartada

    No eran todos profesionales: el profesionalismo se aceptó en 1885, cuando «they finally agreed to allow professional players».

  2. b) Correcta

    El texto dice que en la década de 1870 «some teams had begun to recruit widely, secretly paying working-class league members». Es decir, algunos jugadores de clase obrera cobraban, que es la segunda opción.

  3. c) Descartada

    Los de clase alta querían lo contrario: «Upper-class footballers wanted the sport to remain amateur».

  4. d) Descartada

    Sí había aficionados: los de clase alta seguían siendo amateurs hasta que, en 1885, aceptaron a los profesionales.

2.70,375 puntos

  1. a) had nothing to do with the professionalization of its players.
  2. b) can be attributed to the creation of the FIFA.
  3. c) resulted in its internationalization.
  4. d) was the consequence of only allowing amateur players.
  1. a) Descartada

    Sí tuvo que ver: la profesionalización permitió «a further boom in the sport».

  2. b) Descartada

    La FIFA nace como consecuencia: el deporte ya era internacional y la FIFA «began that same year».

  3. c) Correcta

    El texto dice que «By 1904, the sport was so popular it had gone international». Es decir, su popularidad llevó a su internacionalización, que es la tercera opción.

  4. d) Descartada

    No fue consecuencia de admitir solo aficionados: los de clase alta querían mantenerlo amateur, pero el auge llegó cuando aceptaron a los profesionales.

2.80,375 puntos

  1. a) the essence of the sport is in the fact that amateurs and pro athletes can play it together.
  2. b) the essence of the sport is in the fact that it raises a lot of money worldwide.
  3. c) the essence of the sport is in the fact that it is played only by pro athletes.
  4. d) the essence of the sport is in the fact that it can be played by anyone.
  1. a) Descartada

    El texto habla de «the millions of amateur and pro players» que juegan cada día, pero no dice que lo esencial sea que jueguen juntos.

  2. b) Descartada

    El dinero («$755.5 million in 2021 alone») es de la FIFA, y el texto lo deja aparte: lo esencial está «on the field».

  3. c) Descartada

    Dice lo contrario: entre quienes disfrutan del juego cita a «small children», niños.

  4. d) Correcta

    El texto cierra diciendo que «the heart of the sport has always been on the field, where everyone from small children to seasoned pro athletes can enjoy the action». Es decir, cualquiera puede jugar, que es la cuarta opción.

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.

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

2023Convocatoria extraordinaria · Serie 2 · Ejercicio 3Part 3: Writing

4 puntosUna redacción modelo de EducaIA: la pauta no da ningunaTemas: Ensayo de opinión y argumentativo, Reseña, descripción, blog y otros textos, Ensayo a favor y en contra
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 Travelling by plane leaves an enormous carbon footprint that contributes to global warming. Yet, flying is often the fastest means of transport between two locations. Write an opinion essay discussing whether a government should regulate the citizens’ use of transportation based on environmental criteria.

[4 points]

3.2 Write a descriptive essay about an occurrence that taught you a lot about how to deal (or how not to deal) with people. You can focus on one event or person, or on something that you learnt gradually in different situations.

[4 points]

3.3 Many cities in Europe are changing their traffic patterns by eliminating lanes for cars while opening more lanes for bicycles and battery-powered scooters and promoting public transportation. Some people like the idea of fewer cars in cities, but some business owners say that fewer cars means fewer customers. In addition, some residents say that taking public transportation is not always an option. Write a for-and-against essay about campaigns to restrict private car traffic in cities.

[4 points]

Escribe tu redacción y compárala con la redacción modelo.

3.14 puntos

La respuesta modelo

In my view, governments should not forbid people from choosing how they travel, but they do have a duty to guide those choices with environmental rules.

The first reason is that transport is one of the main sources of pollution. If nobody intervenes, the number of flights and cars will keep growing, and so will the damage to the climate. Regulation, such as limits on short domestic flights or low-emission zones in city centres, can reduce emissions quickly.

The second reason is fairness. When the rules are the same for everyone, nobody feels they are making sacrifices alone. For example, many European cities already restrict the most polluting vehicles, and their air quality has improved.

Some people argue that such measures limit personal freedom. However, freedom does not include harming others. Therefore, I believe regulation, combined with cheap public transport, is a reasonable and necessary answer.

Qué pide la consigna

Pide un ensayo de opinión sobre si un gobierno debería regular el uso que los ciudadanos hacen del transporte según criterios medioambientales, en 125–150 palabras. La redacción modelo da su postura desde la primera frase (guiar con normas, sin prohibir elegir), la apoya con dos razones (el peso del transporte en la contaminación y la igualdad de las reglas), contesta la objeción de la libertad personal y concluye.

3.24 puntos

La respuesta modelo

Last summer I volunteered at a children’s camp, and one afternoon taught me a lot about people.

A nine-year-old boy named Pau refused to join any activity. He sat alone under a pine tree with his arms crossed, and the camp leaders kept telling him loudly to come over. Each time, he became angrier and moved a little farther away.

I decided to try something different. I sat a few metres from him and said nothing for ten minutes. Then I asked what he liked, and he started to tell me about his dog, speaking quickly and smiling for the first time. By the end of the afternoon, he was happily helping me organise a game.

That experience showed me that pressure rarely works. When we are patient and show real interest, people open up. Since then, I have tried to listen before giving advice.

Qué pide la consigna

Pide un ensayo descriptivo sobre un hecho que te enseñó a tratar (o a no tratar) a las personas, y permite centrarse en un episodio o en lo aprendido poco a poco, en 125–150 palabras. La redacción modelo describe un solo episodio con detalles concretos (un niño, un árbol, dos maneras de acercarse) y termina con lo que aprendió.

3.34 puntos

La respuesta modelo

Many European cities are reducing the space for cars, and the debate is intense. Is it a good idea to restrict private traffic?

On the one hand, there are clear advantages. Fewer cars mean cleaner air, less noise and safer streets, especially for children and elderly people. In addition, the space once used by cars can become cycle lanes, parks or café terraces.

On the other hand, these measures also have drawbacks. Shop owners fear that customers will go elsewhere if they cannot park nearby. Furthermore, public transport is not always frequent or available, so residents of distant neighbourhoods may feel punished for something they cannot avoid.

To conclude, I think restrictions are positive if they come with good alternatives. Cities should improve buses and trains first, listen to local businesses and then reduce traffic gradually. This way, everyone can share the benefits.

Qué pide la consigna

Pide un ensayo a favor y en contra sobre las campañas para restringir el tráfico privado en las ciudades, en 125–150 palabras. La redacción modelo presenta el debate, dedica un párrafo a las ventajas y otro a los inconvenientes que cita la consigna (los comercios y el transporte público) y concluye con una propuesta.

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.

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

Los otros exámenes de Inglés, resueltos

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 de opinión y argumentativoReseña, descripción, blog y otros textosEnsayo a favor y en contraTodos los temas de Inglés

Preguntas frecuentes

¿Cómo era el examen extraordinario de Inglés de 2023?

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 de opinión y argumentativo; 3.2, reseña, descripción, blog y otros textos; 3.3, ensayo a favor y en contra.

¿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 2023 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

Toca la imagen para acercarla o alejarla.