Inglés, PAU 2025 de Cataluña: el examen extraordinario resuelto

El examen extraordinario de Inglés de la PAU de Cataluña de 2025, entero: los tres ejercicios tal como salieron. En la comprensión oral, el audio oficial y la opción correcta de cada pregunta con su explicación; en la lectura, una respuesta modelo de cada pregunta abierta con lo que acepta la pauta; y en la redacción, una redacción modelo por cada opción, con los cuatro criterios explicados. En el ejercicio 3 se elegía una de las dos preguntas, la 3.1 o la 3.2: 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 2025 da la opción correcta de las 8 preguntas de la comprensión oral y la transcripción completa del audio, varias formulaciones válidas de cada pregunta abierta de la lectura y el reparto de los 4 puntos de la redacción en cuatro criterios (gramática, vocabulario y ortografía, cohesión, adecuación y coherencia); no da 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 The exam consists of THREE mandatory parts. In the first part, listening comprehension is assessed through 8 multiple choice questions. It is worth 3 points. In the second part, reading comprehension is assessed through 6 open-ended questions. It is worth 3 points. In the third part, written expression is assessed. Here, you may choose ONE of the two given options. It is worth 4 points.

Los ejercicios del examen

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

3 puntosCoincide con la pautaTemas: Comprensión oral
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.

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

2025Convocatoria extraordinaria · Serie 3 · Ejercicio 2Part 2: Reading comprehension, work-life balance for small business owners

3 puntosDa las ideas que pide la pautaTemas: Comprensión escrita con preguntas abiertas
Enunciado oficial
Enunciado oficialEste examen solo se publicó en inglés.

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

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

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

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

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

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

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

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

QUESTIONS

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

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

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

[0.5 points]

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

[0.5 points]

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

[0.5 points]

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

[0.5 points]

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

[0.5 points]

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

[0.5 points]

Escribe tu respuesta y compárala con la de la pauta: marca lo que tenía la tuya.

2.10,5 puntos

La respuesta modelo

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

Lo que puntúa la pauta

0,5 puntos: la pauta pide una de las ideas siguientes.

Con las reglas de la pauta. Si una idea está, lo decides tú; si la tienes a medias, el tribunal puede darte una parte.

Hay que completar la frase empezando por «Balancing work and leisure time» y con tus propias palabras (puedes mantener business). Sirve cualquiera de las dos ideas del primer párrafo: lo que aporta ese equilibrio, o lo poco habitual que es, sobre todo entre quienes llevan un pequeño negocio.

La pauta acepta, en inglés y literal:

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

2.20,5 puntos

La respuesta modelo

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

Lo que puntúa la pauta

0,5 puntos. La pauta no reparte idea por idea los puntos del contenido de este apartado.

Busca en el segundo párrafo lo que los empresarios reconocen («recognise the importance of frequent breaks») y lo que les pasa luego en la práctica. Puedes copiar fragmentos del texto, pero la respuesta tiene que ser una frase completa con las dos partes.

La pauta acepta, en inglés y literal:

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

2.30,5 puntos

La respuesta modelo

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

Lo que puntúa la pauta

0,5 puntos. La pauta no reparte idea por idea los puntos del contenido de este apartado.

Una paradoja es algo que parece contradictorio. Lee el tercer párrafo: lo que mucha gente busca al montar un negocio («they want more freedom and flexibility») y lo que acaba pasando es lo contrario. Puedes usar tus palabras o fragmentos del texto.

La pauta acepta, en inglés y literal:

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

2.40,5 puntos

La respuesta modelo

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

Lo que puntúa la pauta

0,5 puntos: la pauta pide una de las ideas siguientes.

Con las reglas de la pauta. Si una idea está, lo decides tú; si la tienes a medias, el tribunal puede darte una parte.

Se pide una frase del texto, no una explicación: cópiala tal cual, sin cambiarla. Busca la que dice que cada persona tiene su manera de encontrar el equilibrio; hay una en el cuarto párrafo (línea 26) y otra en el último (líneas 36-37), y basta con una.

La pauta acepta, en inglés y literal:

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

2.50,5 puntos

La respuesta modelo

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

Lo que puntúa la pauta

0,5 puntos. La pauta no reparte idea por idea los puntos del contenido de este apartado.

Está en el cuarto párrafo, en la frase que habla de «Time away, especially travelling abroad or getting a change of scenery». Puedes copiar fragmentos del texto, pero tu respuesta tiene que ser una frase completa que diga qué aporta a la empresa que sus líderes se tomen tiempo fuera.

La pauta acepta, en inglés y literal:

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

2.60,5 puntos

La respuesta modelo

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

Lo que puntúa la pauta

0,5 puntos. La pauta no reparte idea por idea los puntos del contenido de este apartado.

Pide tus propias palabras y el mensaje del último párrafo, no un resumen de todo el artículo. Tiene que recoger que el equilibrio adecuado cambia según el momento y la persona, y que no hay que ser demasiado exigente con uno mismo («we shouldn’t be too hard on ourselves»). No copies frases del texto.

La pauta acepta, en inglés y literal:

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

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.

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

2025Convocatoria extraordinaria · Serie 3 · Ejercicio 3Part 3: Writing

4 puntosUna redacción modelo de EducaIA: la pauta no da ningunaTemas: Reseña, descripción, blog y otros textos
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.

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

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

[4 points]

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

[4 points]

Escribe tu redacción, compárala con la redacción modelo y marca los criterios que cumple.

3.14 puntos

La respuesta modelo

Hi Marta,

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

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

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

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

Write soon!

Love, Laia

Lo que puntúa la pauta

Cada criterio vale 1 punto.

Un punto por criterio. Si tu texto lo cumple, lo decides tú.

Qué mira cada criterio en esta redacción

  • Grammar Mira que las frases sean correctas y que se combinen tiempos y estructuras. Aquí hay presente perfecto («I have decided to study nursing at university»), la estructura used to («I used to doubt myself») y un futuro con going to («I am also going to look for a part-time job at weekends»).
  • Vocabulary and spelling Mira que el vocabulario sea natural para un correo a una amiga y propio del tema (estudios y planes), y que la ortografía sea correcta. Por ejemplo, «volunteering at the local hospital last summer» y «spend a semester abroad in my third year».
  • Cohesion Mira que las ideas se enlacen y que cada párrafo trate un tema: la decisión de estudios y trabajo, la meta de estudiar fuera y la petición final. Aquí, «First of all, I have decided» ordena los planes y «although I know it will not be easy to leave home» matiza la meta.
  • Adequacy and coherence Mira que el texto cumpla la consigna: un correo a una amiga con saludo y cierre cercanos, las decisiones recientes, los planes y una petición de opinión al final. Está todo lo que se pide: la decisión («I have decided to study nursing at university»), la meta («My main goal is to spend a semester abroad») y la pregunta («What do you think about my plans?»).

3.24 puntos

La respuesta modelo

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

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

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

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

Lo que puntúa la pauta

Cada criterio vale 1 punto.

Un punto por criterio. Si tu texto lo cumple, lo decides tú.

Qué mira cada criterio en esta redacción

  • Grammar Mira que las frases sean correctas y variadas. Aquí hay presente simple para describir («The room is narrow and bright»), una temporal («while the kettle starts to whistle») y un contraste con but: «The tiles are cold under my bare feet, but the old stove makes the air warm and soft».
  • Vocabulary and spelling Mira que el vocabulario sea preciso y apele a los sentidos, como pide la consigna: el olfato («the smell of toasted bread and strong coffee»), el tacto («cold under my bare feet»), el oído («the pipes knock softly inside the wall») y el gusto («a little cinnamon from her homemade cakes»).
  • Cohesion Mira que el texto avance con orden y que cada párrafo tenga un foco: el aspecto del lugar, los sonidos y sabores, y lo que siente quien escribe. Aquí, «On winter mornings the first thing that greets me» abre la escena y «I could sit there for hours with my hands around a warm mug» la cierra.
  • Adequacy and coherence Mira que el texto cumpla la consigna: la descripción de un lugar que es el hogar de quien escribe, con detalles sensoriales. El lugar se presenta al principio («the small kitchen in my grandmother’s flat») y el final dice qué siente quien lo describe: «Nowhere else makes me feel so calm and so completely myself».

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.

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 preguntas abiertasReseña, descripción, blog y otros textosTodos los temas de Inglés

Preguntas frecuentes

¿Cómo era el examen extraordinario de Inglés de 2025?

Las instrucciones oficiales, en inglés, están arriba. Por temas, los puntos eran: comprensión oral (3 puntos) y comprensión escrita con preguntas abiertas (3 puntos). Ejercicio 3, una pregunta a elegir de dos: 3.1 y 3.2, reseña, descripción, blog y otros textos.

¿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 2025 da la opción correcta de las 8 preguntas de la comprensión oral y la transcripción completa del audio, varias formulaciones válidas de cada pregunta abierta de la lectura y el reparto de los 4 puntos de la redacción en cuatro criterios (gramática, vocabulario y ortografía, cohesión, adecuación y coherencia); no da 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.

Explicaciones y respuestas modelo escritas por EducaIA. La opción correcta de cada pregunta cerrada es la de la pauta oficial.

Cómo hacemos y comprobamos los ejercicios

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Enunciado oficial

Toca la imagen para acercarla o alejarla.