Inglés PAU 2025

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2025 Proves d’accés a la universitat

Llengua estrangera Anglès Sèrie 3 - A

Qualificació

Comprovació

2a correcció

Comprensió oral Comprensió escrita Expressió escrita Suma de notes parcials Qualificació final

Etiqueta de l’estudiant

Ubicació del tribunal ..................................................................................

Número del tribunal ....................................................................................

Etiqueta de qualificació

Etiqueta de correcció

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.

Part 1: Listening comprehension

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.]

Espai per a la correcció Correcta

1.

2.

3.

4.

5.

6.

7.

8.

Incorrecta

No contestada

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

■ To show students how the town provides unexpected learning opportunities.

■ To help students improve their German while doing activities in town.

■ To give students a taste of university life.

■ To encourage students to do cultural activities.

Why did Margarita focus on German instead of English?

■ Germany is geographically closer to Poland than the UK.

■ Polish students are not as exposed to German as they are to English.

■ Students are not aware that German translation is closer to Polish than to English.

■ Schools provide better resources for learning English.

How did Margarita initially engage students with the video?

■ By showing the technical aspects of subtitling immediately.

■ By providing them with the subtitles in both German and Polish.

■ By asking them to analyze the protagonists and the overall mood.

■ By translating the first part of the video for them.

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

■ She provided a list of common German phrases which appeared underlined.

■ She placed them in teams to work on different scenes.

■ She asked them very easy questions in German, so they felt immediately confident.

■ She selected a short video with simple dialogue and underlined the difficult parts.

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

■ To encourage students to translate individual words.

■ To emphasize the importance of context in translation.

■ To make the subtitles easier to read.

■ To provide examples of Polish idioms.

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

■ They felt satisfied and excited.

■ They couldn’t believe their eyes.

■ They felt anxious and uneasy.

■ They boasted about their work.

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

■ They help students interact with other people.

■ They are familiar with this kind of content.

■ They provide a relaxed learning environment.

■ They offer more learning opportunities than traditional materials.

What does Margarita hope students share with their parents?

■ That subtitling in German can be as fun as in English but you also need technical skills.

■ The importance of being able to translate and convey ideas in multiple languages.

■ That subtitling involves translating concepts and that it is enjoyable.

■ That learning unfamiliar foreign languages such as German is easier through subtitles.

Correctes Incorrectes No contestades

Recompte de les respostes Nota de comprensió oral

Part 2: Reading comprehension 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 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 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 worklife 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 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 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 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 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 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 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.]

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…

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

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

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.”

5. How can businesses benefit from leaders spending time away from work?

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

1.

2.

3.

4.

5.

6.

Deduction for lack of intelligibility (up to 0.3 points) Reading comprehension score

Part 3: Writing 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.]

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.

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.

Grammar Vocabulary and spelling Cohesion Adequacy and coherence Writing score

Comprovació:

2a correcció:

3a correcció:

Etiqueta de l’estudiant

L’Institut d’Estudis Catalans ha tingut cura de la correcció lingüística i de l’edició d’aquesta prova d’accés

Soluciones y criterios de corrección en texto

Pàgina 1 de 5 Anglès Proves d’accés a la Universitat 2025, convocatòria extraordinària. Criteri específic d'avaluació

SÈRIE 3 I. Listening comprehension (3 points) SUBTITLING AS A FOREIGN-LANGUAGE LEARNING TOOL 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

Pàgina 2 de 5 Anglès Proves d’accés a la Universitat 2025, convocatòria extraordinària. Criteri específic d'avaluació

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-forword, 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.

Pàgina 3 de 5 Anglès Proves d’accés a la Universitat 2025, convocatòria extraordinària. Criteri específic d'avaluació

M: My pleasure.

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

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 (check the grid above). There is no penalty for unanswered questions].

1. To give students a taste of university life.

2. Polish students are not as exposed to German as they are to English.

3. By asking them to analyze the protagonists and the overall mood.

4. She placed them in teams to work on different scenes.

5. To emphasize the importance of context in translation.

6. They felt satisfied and excited.

7. They are familiar with this kind of content.

8. That subtitling involves translating concepts and that it is enjoyable.

Pàgina 4 de 5 Anglès Proves d’accés a la Universitat 2025, convocatòria extraordinària. Criteri específic d'avaluació

II. Reading Comprehension (3 points)

GIVE YOURSELF A BREAK: WHY SMALL BUSINESS OWNERS NEED TO REGAIN A SENSE OF BALANCE Answer the questions below using complete sentences (i.e. not just subordinate clauses or phrases). Each question is worth 0.5 points with a total of 3 points. Up to 0.3 points might be deducted from the total mark for lack of intelligibility in the answers provided. You may use fragments from the text unless specified not to do so.

1.

Balancing work and leisure time…can benefit our body and our mind and make our business more successful.

OR Balancing work and leisure time…is not the norm, particularly in small businesses, where the owners often work extra hours or at weekends.

Recordeu que aquí han d’utilitzar les seves pròpies paraules però poden mantenir la paraula “business”, si volen.

2.

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.

Recordeu que aquí poden copiar del text, si volen.

3.

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.

Recordeu que aquí poden copiar del text, si volen.

Pàgina 5 de 5 Anglès Proves d’accés a la Universitat 2025, convocatòria extraordinària. Criteri específic d'avaluació

4.

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

5.

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

Recordeu que aquí poden copiar del text, si volen.

6.

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

Recordeu que aquí han d’utilitzar les seves pròpies paraules

III. Writing (4 points) 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.