piątek, 18 grudnia 2015

Matura- czytanie ze zrozumieniem

1.Przeczytaj informacje o tym, jak przygotować się do maratonu. Do każdego fragmentu tekstu
(4.1.–4.4.) dopasuj właściwy nagłówek (A–F). Wpisz odpowiednią literę w każdą lukę.
Uwaga: dwa zdania zostały podane dodatkowo i nie pasują do żadnej części tekstu.

HOW TO PREPARE FOR A MARATHON
4.1. ________
Running shoes are the most important thing for marathon training. Choose professional
running shoes from a well-known company. Also, get rid of all of your cotton running clothes.
When you sweat, cotton stays wet, which can make you cold and uncomfortable during training.
4.2. ________
Plan your weekly runs as if they are important appointments. While life may get in the way
of running every now and then, you should stick to your training program at least 80 percent
of the time. Having a steady routine during your training will help protect you from getting
injured.
4.3. ________
Don’t try to limit the calories while you train for a marathon – you need calories to keep you
strong for your running. Instead, choose healthy foods and snacks to fuel your body. If you
exercise for more than 60 minutes you should consume 100 to 300 calories every hour.
4.4. ________
Marathon training can be very tiring, so be sure to give your body the regular rest it needs to
keep up with the difficult training. Plan on getting an extra 30 to 60 minutes of sleep per day
while you are training.

A. Decide on proper equipment
B. Consume less calories
C. Include time for relax
D. Use cotton clothes

2.Przeczytaj trzy teksty dotyczące pracy. Z podanych odpowiedzi wybierz właściwą, zgodną
z treścią tekstu. Zakreśl literę A, B albo C.

Tekst 1.

Hi John!
Guess what! I work at Sonic Drive-In. I make hamburgers. It’s never super busy, because my
town is small and no one’s really crazy about Sonic here. The front people are nice and most of
the managers are cool. I get free drinks and half price food. I get tips, too. Last night I got $21 in
tips and I was working for less than 3 hours! It’s nice because I always leave with some cash in my
pocket between paydays.
And what about you? Do you have your first job yet?
Write to me soon,
James

5.1. James wrote the letter to
A. give some information about his first job.
B. criticize working in Sonic Drive-In.
C. explain why he started to work.

Tekst 2.

TIPS TO MAKE THE FIRST INTERVIEW A SUCCESS
Before your first job interview, find out some information about the company and learn about
the job you want to apply for. Read some typical interview questions online and practice your
answers before you go. Choose simple and elegant clothes. If you’re not sure what to wear ask
an adult family member. Also, don’t forget to bring a copy of your resume if you have one and
have a pen and paper ready to make some notes. Finally, make sure you know where you are
going for the interview so that you don’t get lost and are on time.
Good luck!

5.2. If you go on the first job interview, you have to
A. make notes about the company you’re going to visit.
B. ask somebody for help in choosing your clothes.
C. take something to write with you.


Tekst 3.

AT THE RESTAURANT
Day 1 – Go, go, go! I got a chef’s jacket and a black apron. I look almost like a professional chef!
I tucked a towel into the apron straps and got started. The restaurant was organizing a special
event, so everything had to be done faster than usual. There was so much to remember, so much
to do. I didn’t expect it! But I got my head down and did what I was told. I knew I was slow. New
people always are. My back ached because I was bending and lifting and I felt a little like an old
woman. But I was learning. And I hope that tomorrow will be better.

5.3. This text is about
A. a professional chef.
B. a difficult experience.
C. a typical working day.

3.Przeczytaj poniższy tekst. Z podanych odpowiedzi wybierz właściwą, zgodną z treścią tekstu.
Zakreśl literę A, B, C lub D.

We were living in Oakbridge for about a week and I hated everything in it. When Mum
said we were moving to the country from our flat in the city centre, I imagined a pretty, oldfashioned
cottage with roses round the door. But the old unattractive house was dark with huge
spiders, and cobwebs so thick it was almost impossible to see light through them.
‘New house, new job, new beginning,’ Mum kept saying, doing her best to sound optimistic.
But the ‘new beginning’ was hard – at least for me. It was alright for Mum – she’d lived in
Oakbridge before I was born so it wasn’t really a new beginning for her, anyway.
‘I still don’t understand why we had to move here,’ I complained, sitting down to lunch that
first week – pizza again, served on a big cardboard box. We’ve had pizza every day since we
arrived. Hot pizza for lunch, and cold leftover pizza for supper. I started to get sick of pizza.
Mum looked at me ‘What do you mean, you don’t understand? How many times do I have
to explain?’
‘I know, I know, it’s a great job, and it’ll be easier for you to drive to your workplace, but
you were happy at your old job, weren’t you? And what about me? What am I supposed to do
without Laura? And what about my photography course? You know how much I loved going...’
‘I’m really sorry, Becky. I know it’s difficult for you, but I’m sure Laura will visit you later on
in the summer, and there’ll be a lot of chances for you to take photos around here. Jobs like this
aren’t offered very often, you know, not when you get to my age’ my mum said.
We were so busy those first few days I didn’t have much time to think about what I was going
to do when Mum starts her great new job. It was the summer holidays. We weren’t connected
to the Internet yet, and I couldn’t get a phone signal to call anyone.
We’ve been unpacking for over three hours today and I was just about ready to faint from
heat when Mum’s old friend, Stella, came to give us a helping hand. ‘Tracy Miller, I can’t
believe you’re back!’ she cried, throwing her arms round Mum. ‘It is so good to see you. And
you must be the beautiful Becky!’ She turned round to face me. I shook my head, blushing. No
one had ever called me beautiful before. Neat brown hair, a turned-up nose and freckles don’t
exactly make me beautiful. Cute maybe – but not beautiful.
adapted from Butterfly Summer by Anne-Marie Conway


6.1. Which is TRUE about the house in Oakbridge?
A. It made a good impression on the narrator.
B. It had a rose garden in the front.
C. It looked a bit creepy.
D. It was old but beautiful.
6.2. Narrator’s mother moved to Oakbridge because
A. she had lived there before the narrator was born.
B. she was unhappy with her old job outside Oakbridge.
C. she wanted her daughter to spend summer holidays there.
D. she wished to live closer to the place where she will work.
6.3. Stella visited the house in Oakbridge to
A. tell the narrator that she’s beautiful.
B. complain about the hot summer day.
C. meet the narrator’s mother for the first time.
D. help the narrator and her mother in moving in.
6.4. Which is the best title for the text?
A. HARD BEGINNINGS
B. RELAXING SUMMER
C. MYSTERIOUS HOUSE
D. BUSY WORKING DAY


POWODZENIA :)

Matura

1.W podanych zdaniach wybierz właściwą odpowiedź

1.I think we will _____ in this hotel. It has a jacuzzi, a gym and free wi-fi.
_____ here and don’t go anywhere. I’ll be back in two minutes.
A. stand
B. stay
C. sit

2.I don’t know the meaning of this word. I have to look it _____ in the dictionary.
Can you pick me _____ from the station at 5 p.m.?
A. off
B. out
C. up

3.The teacher wrote the exercise on the _____ and asked us to copy it into our notebooks.
Why don’t we play chess? I’ll bring the _____ and the chess pieces in a minute.
A. paper
B. board
C. table

4.I’m going to my aunt’s birthday party tomorrow, so I have to put on some _____ clothes.
Janet is really _____ . She always gets good grades at school.
A. smart
B. clever
C. intelligent

5.Oh no! Look at my hand – I’ve broken my _____ again!
You have to put a _____ in this wall so we could hang this picture.
A. ring
B. nail
C. stick

2.Wstaw odpowiedni wyraz:

                                      WHAT HAPPENS TO THINGS LOST AT AIRPORTS?

At Gatwick Airport alone, 8.1. ________ 1,000 and 1,800 bins are filled each month with
things that have been confiscated, or left by passengers. People usually forget 8.2. ________
belts, mobile phones, iPads, and umbrellas. However, sometimes 8.3. ________ are more
expensive things found by the airport workers. Staff at London City Airport has found £50,000
in cash, a bag of diamonds, a Rolex watch worth £10,000 and the keys to a Porsche!
According to Gatwick manager all lost things have to be recycled, destroyed, put on auction
or – where possible – returned to their owner. If the owner can’t be 8.4. ________ , the things are
kept in a special place for 90 days and then put on an auction. There are four auction houses
8.5. ________ sell luggage from various London airports, but don’t expect to find treasure often.
‘It’s dirty clothing and bags, mainly,’ said one employee.
adapted from www.telegraph.co.uk

8.1. between /among /over
8.2. to /take/ about
8.3. those/ they/ there
8.4. find /found/ finding
8.5. which /where /whose

czwartek, 15 października 2015

 KLASA 2 TF- PERUVIAN WEAVERS
 
NARRATOR: In a small village high in the Andes, it
all starts with the sheep. Just one, that loses its
warm, winter wool. First, a few people from the
village, or villagers, catch the sheep and prepare
the knife. Then, they carefully tie up the sheep so
that it can’t move.
Finally, they use the knife to cut the sheep’s
winter coat of wool. After that, one of the newest
and most important industries in Chinchero
begins. The methods they use are traditional, but
these villagers are part of something new. The
wool they’re collecting is for a new and different
business – a weavers’ cooperative that the
women here mange.
Every Monday and Saturday, 46 women and
girls cut wool from their sheep and llamas.
Then, they spin it into yarn for making cloth.
Nilda Cayanupa is the leader of the Center
for Traditional Textiles which manages the
cooperative.
NILDA CAYANUPA, CENTER FOR TRADITIONAL
TEXTILES: ‘Any of my age in my town was learning to
weave. So it was kind of sad that weaving was
disappearing. So, because that, always my dream
was that the younger generation should learn so
the weaving won’t die.’
NARRATOR: Nilda grew up in the Andean
countryside, where many of the men are farmers.
NILDA CAYANUPA: ‘Chinchero is a farming village.
We are the best – I’m not saying because I am
from this village – but we are the best producers
of the potatoes, and many things like quinoa …
barley …
NARRATOR: Farming has long been a tradition in
Chinchero. Many farmers here continue the
traditions of the Inca people who lived in the
Andes for centuries. However, farming no
longer brings in enough money to support
a whole family here. So, with the changes in the
economy, traditional ideas are changing, too.

Until now it’s always been the men who have
farmed and the women have cooked and cared
for the children. They have also taken wool
from the sheep and woven it into cloth. It’s the
weaving that’s now becoming more and more
important.
Nilda says that these women weavers are
becoming the main economic supporters of the
family. As an example, she tells of one woman
whose husband has started helping with
the sheep. She explains that this wasn’t very
common in the past. Men only farmed the land
and didn’t help with weaving.
NILDA CAYANUPA: ‘Today, this group of ladies can
make … not a lot of money … but a reasonable
amount of money.’
NARRATOR: Now in Chinchero, weaving isn’t just
a tradition. It’s a way to make money and live
well. Weaving has also become more important
for the culture of Chinchero. It has become a way
to make the textile tradition stronger and to
keep a part of the past alive.
GUADALUPE, WEAVER: ‘I learned when I was in the
third grade of school with very basic weaving.
Today, I weave blankets, shawls, ponchos, and
prepare my own yarn.’
NARRATOR: Older women now teach the younger
girls. The goal is to bring back the strength of the
textile tradition of the past. They want to keep
the Peruvian weaving traditions alive. As the
young women of Chinchero learn to weave, they
also learn to be self-sufficient. They can sell the
blankets and clothes that they make in their free
time.
ROSITA, WEAVER: ‘I do my weaving in my house, in
the afternoons and early morning. And here on
Monday and Saturday, too.’
NARRATOR: Weaving groups like the Chinchero

cooperative are giving new life to the textile
tradition. In the end, their cooperative may prove
that many threads together are stronger than

niedziela, 20 września 2015

SYNONIMY 

GOOD/ NICE =====>    excellent, fantastic, brilliant, fascinating, thrilling, superb, interesting, awesome

BAD======> dreadful, boring, dull, awful, terrible, dire, appalling, poor, lousy, rubbish

środa, 16 września 2015

Wiadomość na blogu

Wiadomość na blogu

przydatne zwroty:


Początek wpisu:
1.Hi everyone/ bloggers!
2.I hope everyone is having a great/ enjoyable day.
3.Thanks for all your comments on my last entry.
4.Cheers for all your thoughts on my last post.

Wprowadzenie tematu:
1.You`ll never guess what happened to me today.
2.So much has happened since my last entry.
3.For this entry, I`d like to discuss….

Podsumowanie tematu:
1.Has this ever happened to anyone else?
2.I`d be interested to hear what you all have to say…
3.That`s my opinion anyway.

Prośba o komentarz:
1.Please leave me a comment below with your opinions.
2.Please give me your thoughts below.

 

niedziela, 13 września 2015

matura ustna




 Ustny egzamin maturalny.

Zadanie 1
Twoim zadaniem będzie odegranie określonej w poleceniu roli w rozmowie z egzaminatorem. Masz około 30sek. na zapoznanie się z treścią zadania. W tym zadaniu musisz koniecznie odnieść się do wszystkich czterech tzw. "chmurek" . Oprócz odniesienia się do tych kwestii pamiętaj także o tym, aby rozwinąć każdą z nich np. podając zalety danej propozycji. Bądź przygotowany na to, że egzaminujący może poprosić Cię o dokładniejsze wyjaśnienie jakiejś kwestii, a także może się z Tobą nie zgodzić. Nie oznacza to, że Twoja wypowiedź jest błędna, jest to okazja dla Ciebie do wykazania się umiejętnością uprzejmego bronienia swojego stanowiska. Nie odpowiadaj na pytania Yes/No lub I don't know - za takie odpowiedzi nie otrzymasz punktów! Pamiętaj, że możesz prosić o powtórzenie pytania.


Treść zadania:

„Razem z kolegą/ koleżanką zamierzacie odwiedzić miejsce, w którym już kiedyś byłaś/byłeś. Ponizej podane są cztery kwestie, które musisz omówić w rozmowie z egzaminującym:

-Twoje wspomnienia z tego miejsca             -nocleg                -transport          -planowane atrakcje


E- egzaminator                                                                Z-zdający

E- Let's start with task one. Read the task. You have about half a minute for that. Then we will start.
(zacznijmy od zadania 1. Przeczytaj zadanie. Masz na to 30 sekund. Potem zaczniemy)
Po upływie 30 sekund.
E- Can we start?
( Możemy zacząć?)
Z- Yes, we can.
(tak możemy)
E- Hi, Mary. Why don't we go to Wisła once again?.
 (Witaj Mery. A może pojedziemy do Wisły jeszcze raz?)
Z- Great idea. I love this city. I was there on my last winter holiday. I was skiing and hiking in the mountains. I really enjoyed it.
(Świetny pomysł. uwielbiam to miasto. Byłam tam na ostatnich feriach zimowych. Jeździłam na nartach i wędrowałam po górach. Świetnie się bawiłam).
E- Ok. So how shall we get there?
(Ok a jak tam dojedziemy?)
Z- I think we could go by bus because it's cheap.
(Sądzę, że powinniśmy jechać autobusem ponieważ jest tani).
E- I would rather go by train because buses are always crowded.
(Wolałbym jechać pociągiem ponieważ autobusy są zawsze zatłoczone).
Z- Sounds good. Trains are faster and more comfortable.
(Świetny pomysł. Pociagi są szybsze i bardziej wygodne).
E- What about accommodation?
(A co z zakwaterowaniem?)
Z- I think we could stay in a hotel because it's really comfortable.
(Myślę, że powinniśmy zatrzymać się w hotelu ponieważ będzie nam wygodnie)
E- But hotels are too expensive for me. I don't have enough money.
(Ale hotele są dla mnie za drogie. Nie mam wystarczająco pieniędzy)
Z- Don't worry. I know a really good and cheap hotel in the centre of Wisła.
(Nie martw się. Znam naprawdę dobry i tani hotel w centrum Wisły.)
E- Great. What can we do there?.
(Wspaniale. a co bedziemy tam robić?)
Z- Why don't we go sightseeing the city. We can also go shopping and buy some souvenirs.
(Może pozwiedzamy miasto. Możemy też iść na zakupy i kupić pamiątki)
E- Ok, but I would like to rest for some time.
(Ok, ale chciałbym również trochę odpocząć)
Z- I know a wonderful spa resort near Wisła so we can go there.
(Znam świetne spa/uzdrowisko niedaleko Wisły więc możemy tam pojechać).
E- Great. Let's do that. I hope we will have a good time there.
(Świetnie. Możemy tak zrobić. Mam nadzieje że będziemy tam się dobrze bawić.)
Z: Me too. See you soon. 
(Ja również. Do zobaczenia wkrótce)

PRZYDATNE ZWROTY

Good to see you because we need to talk about.....- Dobrze cię widzieć, ponieważ musimy porozmawiać o....
Why don't we/you/I......- a może my/ty/ja....
Why don't we go by train.- A może pojedziemy pociagiem.
We/I/you should/could/must......- My/ja/ty powinniśmy/moglibyśmy/musimy
Can/Could you.....- Czy mógłbyś.......
I want/would like to........- chciałbym.....
That's a good/bad idea.- To dobry/zły pomysł
I want to complain about.......- Chcę złożyć reklamację/zażalenie odnośnie.........
How much is ........- ile kosztuje.......


 Zadanie 2

 polega na opisaniu ilustracji i odpowiedzi na 3 pytania (zamieszczone w zestawie egzaminatora).
Opisując ilustrację staraj się uwzględnić trzy podstawowe elementy: kto/co?, co robi? oraz gdzie się znajduje?. Opisując ilustrację najczęściej używamy czasu Present Continuous (osoba+ am/is/are+ czasownik z -ing). Po opisaniu ilustracji egzaminator zada ci 3 pytania:
1. dotyczy bezpośrednio treści ilutsracji
2. dotyczy twoich opinii i doświadczeń (tematyka odnosi się do ilustracji)
3. dotyczy opisania własnego doświadczenia związanego tematycznie z ilustracją.
 Udzielając odpowiedzi podaj argumentację. NIE odpowiadaj jednym zdaniem, zawsze uzasadniaj wypowiedź.


PRZYDATNE ZWROTY
kto jest na zdjęciu

The picture shows/depicts......zdjęcie pokazuje.
In the picture I can see...- Na zdjęciu widzę.
one/two/a lot of people- jedna/dwie/wiele osób
They are....- oni są
He/she.... -on/ona jest.......
man- mężczyzna
woman- kobieta
friends- przyjaciele
a family- rodzina
a married couple- małżeństwem
a couple- parą
child/children- dziecko/dzieci
tourist- turysta/-ka
employee- pracownik
employer- pracodawca
boss- szef
manager- kierownik
worker- pracownik  (office worker- pracownik biurowy)
co-worker- współpracownik
audience- widownia
fan- fan
supporter- kibic
customer- klient
shop assistant- sprzedawca
cashier- kasjer
receptionist- recepcjonista/-ka
flight attendant- steward/stewardessa
host/hostess- gospodarz/gospodyni
photographer- fotograf
policeman- policjant
firefighter- strażak
doctor- lekarz
patient- pacjent
nurse- pielęgniarka
paramedic- ratownik medyczny
pharmacist- farmaceuta
neighbour- sąsiad
teacher- nauczyciel
student- student, uczeń
waiter/waitress- kelner/kelnerka
dancer- tancerka/tancerz
singer- piosenkarz/piosenkarka
sportsman/sportswoman- sportowiec
referee- sędzia sportowy
coach- trener
scienist- naukowiec
politician- polityk
artist- artysta
painter- malarz
striker- strajkowicz
actor/actress- aktor/aktorka
cook- kucharz
postman- listonosz
homeless- bedomny/-na
soldier- żołnierz
army- wojsko
pilot- pilot
victim- ofiara
criminal- przestępca
burglar- włamywacz
thief- złodziej

Co robi?

He/she is......
They are.......
walking- spacerują, chodzą
hiking- wędrują pieszo
talking- rozmawiają
buying- kupują
riding a bike/a camel/a motorbike- jeżdżą na rowerze/wielbładzie/motorze
writing a test/exam- piszą test/egzamin
cheating in a test- ściągaja na teście
playing  computer games- grają w gry komputerowe
              chess- w szachy
              volleyball- w siatkówkę
              football- w piłkę nożną
              basketball- w koszykówkę
              the guitar/violin/piano- na gitarze/skrzypcach/pianinie
eating outdoors/indoors- jedzą na zewnątrz/wewnątrz
cooking- gotują
preparing dinner/salad/party- przygotowują obiad/sałatkę/przyjęcie
posing to a picture/photo- pozuja do zdjęcia
skiing- jeżdżą na nartach
swimming- pływają
dancing- tańczą
shouting- krzyczą
waving- machają
cheering- wiwatują
helping disabled people- pomagaja niepełnosprawnym
collecting rubbish- zbierają śmieci
segregating / sorting out rubbish- segregują śmieci
picking fruit/vegetables- zbieraja owoce/warzywa
sunbathing- opalaja się
sailing- żeglują
doing sport- uprawiaja sport
running- biegają
climbing- wspinaja się
learning- uczą się
painting/drawing- malują/rysują
smiling- uśmiechają się
laughing- śmieją się
enjoying- dobrze się bawią
lying- leżą
reading- czytają
sitting- siedzą
carrying a stretcher- niosą nosze
moving house- przeprowadzaja się
cleaning/tidying- czyszczą/sprzatają
drinking- piją
having an argument- kłócą się
performing in a play- występują w sztuce
sleeping- śpią
doing shopping- robią zakupy
looking at stamps/photos- patrzą na znaczki/zdjęcia
watching a film- oglądaja film
texting- wysyłaja smsy
serving- obsługują
comforting- pocieszaja
selling- sprzedają
packing/unpacking- pakuja/rozpakowują
sending a letter- wysyłają list
giving first aid- udzielaja pierwszej pomocy
taking photos- robią zdjęcia
doing experiments- wykonuja badania/doświadczenia
visiting/sightseeing- zwiedzaja
asking for help- proszą o pomoc
protesting- protestują

Gdzie są?

They are....
He/She is .........
in the mountains- w gorach
by the sea- nad morzem
on the beach- na plaży
in the street- na ulicy
next to the road- obok drogi
in the forest- w lesie
by the lake/river- nad jeziorem/rzeką
in a restaurant/pub/bar- w restauracji/pubie/barze
outdoors/indoors- na zewnątrz/wewnatrz
at home- w domu
in the kitchen/bathroom/bedroom/living room- w kuchni, łazience/sypialni/salonie
in the garden- w ogrodzie
in front of the house- przed domem
at tha back of the house- za domem
in the park- w parku
in a shop/supermarket/market- w sklepie/supermarkecie/rynku
at the cinema- w kinie
in a museum/art gallery- w muzeum/galerii sztuki
at work- w pracy
in an office- w biurze
in a library- w bibliotece
at school- w szkole
in a canteen- w stołówce
at the airport- na lotniksu
at the bus stop- na przystanku autobusowym
at the bus/train station- na stacji PKS/PKP
at a picnic- na piknkiku
at the sports centre- w centum sportowym
at the gym- na sali gimnastycznej
on the pitch- na boisku
on the ice rink- na lodowisku
on a bench- na ławce
on sports/language competition- na zawodach sportowych/konkursie języwkoeym
on a date- na randce
on winter/summer holiday- na feriach zimowych/wakacjach
at the campsite- na polu namiotowym
in a classroom- w klasie
on a festival- na festiwalu
at the hospital- w szpitalu
at the chemist's- w aptece

Zadanie 3 

składa się z dwóch części. Pierwsza z nich to wypowiedź na podstawie materiału stymulującego czyli wybranie z dwóch lub trzech propozycji zdjęć lub rysunków oraz odrzucenie pozostałych elementów z uzasadnieniem swoich decyzji. W drugiej części egzaminator zadaje dwa pytania luźniej związane z tematyką materiału stymulującego. Całkowity czas na wykonanie tego zadania to 5 minut (wliczając minutę na zapoznanie się z treścią zadania).

Przydatne zwroty i wyrażenia

WYBÓR/AKCEPTACJA:

I choose picture/photo/poster/option number......- Wybieram obraz/zdjęcie/plakat/opcje numer ...
It's colourful/attractive/appealing/unusual/original/. Jest kolorowy/atrakcyjny/atrakcyjny/niezwykły/oryginalny/.
It really appeals to me.-Bardzo mi się podoba.
It attracts my attention.- Przyciaga moja uwagę.
It's easy to interpret.- Jest łatwy w interpretacji.
It's eye-catching- Przyciąga wzrok.
It's clear and easy to understand.- Jest wyrazisty i łatwy do zrozumienia.
It has a clear message and a catchy slogan- Ma zrozumiały przekaz i chwytliwy slogan.
It's thought-provoking.- Zmusza do myślenia.
It looks professional.-Wyglada na profesjonalne.
It illustrates the idea/topic of ...... in an interesting way.- Pokazuje pomysł/temat........ w interesujący sposób.

ODRZUCENIE:
I wouldn't/ don't choose picture number........- nie wybieram zdjęcia numer.......
It's unclear and difficult to understand.- Jest niewyrazisty i trudny do zrozumienia.
It's dull, tedious/monotonous/messy- Jest nudny i monotony/ skomplikowany.
It doesn`t appeal  to me.- Nie podoba mi się.
It doesn't attract my attention- Nie przyciąga mojej uwagi.
It's dark and gloomy.- Jest ciemny i przygnębiający.
It looks amateurish- Wygląda amatorsko.
It's too simple/common/plain- Jest zbyt prosty/zwyczajny/pospolity