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Title: Super Rules: Must & Have To Name: Kalykova Banu Kenzhebekkyzy Grade: 4th Grade School: School №184 The aim: - Using cartoons to teach grammar concepts like "have to" and "must" can make learning more engaging and effective for 4th-grade students; - cartoons break down abstract grammar rules into visual, relatable contexts; -the humor or exaggeration in cartoons can make rules easier to remember; Plot Summary Characters: • Max (a curious 10-year-old) • Luna (Max’s pet talking owl) • Ruley the Robot (a friendly robot who loves teaching rules) Max discovers a magical book that opens a portal to "Ruleland," a world where rules are very important. Max and Luna meet Ruley, who teaches them when to use "must" and "have to." They go on a mission to unlock doors using the correct phrases, helping them learn the grammar in context. Opening Scene: Max’s Messy Bedroom A cluttered and colorful bedroom with toys, books, and clothes scattered on the floor. A curious 10-year-old boy, Max, with tousled hair and wearing a bright T-shirt and jeans, is looking frustrated as he searches under his bed. Nearby, Luna, a magical talking owl with a wise expression and a small pair of glasses, is perched on a desk cluttered with school supplies. On a glowing bookshelf in the background, a mysterious, ancient-looking magical book is starting to shine and emit sparkles. The mood is both chaotic and magical. Max Discovers the Magical Book Max stands in awe as the glowing book opens on the shelf, emitting golden light and swirling sparkles. Luna, the talking owl, is mid-flight with her wings spread wide, looking excited. The portal begins forming - a swirling vortex of colors with magical symbols floating around. The room’s clutter seems to fade as the magical portal begins to dominate the scene. Middle Scene: Ruleland Entrance A whimsical and colorful landscape filled with glowing floating doors of various shapes and sizes. The sky is vibrant with swirls of orange and pink. Ruley the Robot, a friendly and shiny humanoid robot with a cheerful LED face and a mechanical body, stands in the center, waving and holding a glowing pointer stick. Max looks amazed, wearing a backpack, while Luna hovers beside him. The scene exudes a sense of adventure and wonder. Door Challenge 1: Healthy Rules Max stands confidently in front of a glowing green door with a large lock shaped like a vegetable. He is enthusiastically declaring, “I must eat vegetables!” Ruley the Robot stands beside him, giving a thumbs-up with his metallic hand. Luna is perched on Max’s shoulder, looking proud. The door is opening, revealing a bright, healthy garden behind it. Door Challenge 2: School Rules A glowing blue door with a chalkboard design on it stands in Ruleland. Max, now looking more confident, says, “I have to wear my uniform!” The door glows and begins to open, showing a glimpse of a classroom with desks and a blackboard. Ruley claps with his mechanical hands, while Luna hovers nearby, smiling. Door Challenge 3: Tricky Combo The final glowing door is golden and ornate, with both a heart symbol and a rulebook etched onto it. Max and Luna stand together, thinking hard. Luna, perched on Max’s shoulder, says, “I must be kind to my friends, and I have to follow the school rules.” The door bursts open with a dazzling golden light, revealing a treasure chest with a shiny badge labeled "Grammar Hero." Ruley looks overjoyed, clapping enthusiastically. Ending Scene: Back in Max’s Room Max is back in his messy bedroom, but now he’s smiling and happily cleaning up, putting toys in a box. Luna, perched on the desk, looks pleased. The magical book is closed on the shelf, glowing faintly. The portal has disappeared, leaving only faint sparkles in the air. The room is a mix of cozy and tidy, with a subtle magical vibe lingering. This script meets most of the criteria effectively for a 4th-grade audience while incorporating engaging characters, contextualized grammar teaching, and a clear, structured presentation. Here's an evaluation based on the criteria: Evaluation: 1. Target student audience is indicated: The script explicitly targets a 4th-grade audience, which aligns with the grammar level of "must" and "have to." 2. Topic to be taught is presented: The topic of distinguishing between "must" and "have to" is introduced clearly in the dialogue and contextualized in Ruleland. 3. Content meets the demands of the study program: The script provides examples that are age-appropriate and relevant, such as cleaning a room, eating vegetables, and following school rules. 4. Presentation of grammar/lexical material is contextualized: The grammar is taught through engaging scenarios like opening doors in Ruleland, which ensures students learn in context rather than rote memorization. 5. Speech is clear and structured: Character’s speech is clear and contributes directly to the lesson's progression, making it easy for students to follow. 6. No mistakes in the topic presentation: The distinction between "must" and "have to" is accurately explained and demonstrated with no errors. 7. Illustrations are used appropriately: Although illustrations are not shown here, the described elements (Max’s messy room, Ruleland, glowing doors, etc.) allow for visually engaging scenes that match the lesson's theme. 8. Emotional learning techniques: The use of characters like Luna and Ruley creates an emotional connection, and the treasure chest reward motivates students to engage. 9. Use of ICT/AI supports the presentation: The script is well-suited for a video or interactive digital format, leveraging animation to visualize Ruleland and its grammar rules. 10. Length of the video: The described scenes and transitions are appropriate for a 5-minute video. Visual & Audio Details 1. Illustrations: Bright and engaging visuals with magical settings, expressive characters, and fun animations for opening doors. 2. Speech: Clear and slow-paced for 4th graders, with subtitles for reinforcement. 3. Background Music: Light, cheerful music during learning scenes. Use of ICT/AI • Animated cartoon with interactive elements (e.g., students say answers out loud during pause moments). • AI-generated subtitles for accessibility. Resources 1. Visuals: ru.pinterest.com, Canva.com 2. Audio: www.tiktok.com for background music 3. AI tools: Text-to-speech and animation software (Leonardo AI, Immersity AI, Leiapix AI, TTSFree.com, www.renderforest.com)

Title: Daily routine Name: Seytbekova Meruert Asilbekovna Grade: 5th Grade School: School №184 This is a well-structured script idea for a 5th-grade audience with clear objectives. Here's an evaluation of how the script aligns with the provided criteria: Evaluation of Criteria: 1. The target student audience is indicated: Implicitly catered to a 5th-grade level, but explicitly stating the target audience (e.g., "This video is for 5th graders") would be helpful. 2. The topic to be taught is presented: Clearly focused on the Present Simple tense, particularly for daily routines. 3. Content meets the demands of the Study Program: The examples of daily routines are age-appropriate and relevant to 5th-grade learning standards. 4. Grammar/lexical material is contextualized: Well-contextualized within the characters' daily activities. 5. Speech is clear and structured: The speech is simple, clear, and sequential, making it easy for students to follow. 6. No mistakes in the topic presentation: The Present Simple tense is used correctly throughout. 7. Illustrations are used appropriately to the topic: The described visuals align with the content and help illustrate the examples effectively. 8. Emotional learning techniques increase the quality: The use of relatable characters (Anna and Leo) and their daily lives makes the material engaging. Including a dialogue between characters enhances connection and understanding. 9. ICT/AI supports the presentation appropriately: The script can be enhanced with animations, on-screen text, and interactive elements (like clickable examples or quizzes). 10. Video length is from 5 to 7 minutes: The timing breakdown fits within the required length. 11. Links to the used resources are provided: Use of ICT/AI • Animated cartoon with interactive elements (e.g., students say answers out loud during pause moments). • AI-generated subtitles for accessibility. Resources 1. Visuals: ru.pinterest.com, Canva.com 2. Audio: www.tiktok.com for background music 3. AI tools: Text-to-speech and animation software (www.renderforest.com) Scene 1: Morning Routine (0:31 - 1:30) Visual: Anna wakes up, stretches, and brushes her teeth. Leo is eating breakfast. Speech: Narrator: "Anna wakes up at 7 o'clock. She brushes her teeth and eats breakfast. Leo eats toast and drinks milk." On-screen text: "I wake up. She wakes up. He eats toast." Scene 2: At School (1:31 - 3:00) Visual: Anna and Leo sit in a classroom. The teacher writes on the board. Speech: Teacher: "We use the Present Simple for daily routines. For example: Anna walks to school. Leo rides his bike." Leo: "Do I ride my bike every day?" Anna: "Yes, you do! And I walk to school every day." Teacher: "Good! Remember, we use 'do' and 'does' for questions." Scene 3: After School (3:01 - 4:30) Visual: Anna reads a book. Leo plays soccer with friends. Speech: Narrator: "Anna reads a book in the afternoon. Leo plays soccer in the park." Leo: "I play soccer every afternoon. What do you do, Anna?" Anna: "I read books. My favorite book is about animals." Scene 4: Evening Routine (4:31 - 6:30) Visual: Anna and Leo finish their homework, eat dinner, and go to bed. Speech: Narrator: "Anna does her homework. Leo eats dinner with his family. At 9 o'clock, they go to bed." Anna: "I always do my homework in the evening." Leo: "And I always eat dinner with my family." Teacher: "Great! Remember, the Present Simple is for things we do every day." Closing Scene (6:31 - 7:00) Visual: The teacher smiles at the class. A chart of Present Simple rules appears on the screen. Speech: Teacher: "Well done, everyone! You can use the Present Simple to talk about your day. See you tomorrow!"

Storyboard and Script for 5th-Grade Cartoon Using Present Simple Tense Title: "A Day in the Life of Lily and Mia" • Display on screen: o First and last name of the creator (e.g., "Created by Murdinova Dilfairuz"). o Target audience: "For 5th Grade Students." o School: "[#184 school]." • Voiceover: "Hello, students! Today, we will learn about the present simple tense while following Lily and Mia on their daily adventures!" Visual Elements: • Bright, colorful illustrations of daily activities. • Animated text to highlight key grammar points (e.g., "add 's' for he/she/it"). Emotional Techniques: • Cheerful voiceovers and background music. • Friendly, relatable characters to engage students. ICT/AI Support: • Use animation tools (e.g., Powtoon, Animaker) to create the cartoon. • Include captions and interactive quizzes at the end. Video Length: • Ensure the total duration is between 5 to 7 minutes. Resources Used: • Animation software. • Grammar references: [www.renderforest.com]. • Background music: [www.tiktok.com]. Scene 1: Morning Routine Two cozy bedrooms side by side, each with sunlight streaming through large windows. Lily stretches in bed, her alarm clock showing 7:00 AM, while Mia stands in her brightly lit room brushing her teeth with a cheerful expression. The rooms are decorated with personal touches, like posters and books. The warm morning light creates a serene and welcoming atmosphere. Scene 2: School Time Lily and Mia walk along a tree-lined path to a charming school building, backpacks on their shoulders. Inside the classroom, students sit attentively at their desks, a teacher writing on a chalkboard with notes and diagrams. The scene is lively, with a focus on the smiling friends as they chat and prepare their notebooks. Scene 3: Lunchtime A bright and bustling school cafeteria where Lily and Mia sit at a table, eating lunch. Lily holds a sandwich, while Mia sips orange juice. Their friend joins them, laughing and chatting. The background is filled with other students enjoying their meals, colorful trays, and natural sunlight streaming through the large windows. Scene 4: After School Activities A sunny park where Lily plays soccer with friends, kicking the ball with determination. In another part of the scene, Mia is at her desk at home, focused on her homework with books and stationery neatly arranged. A parent stands in the doorway, smiling proudly. The contrast between the outdoor energy and indoor calm highlights their after-school activities. Scene 5: Evening Routine A cozy living room where Lily sits with her brother on a couch, watching TV and laughing. In her bedroom, Mia is peacefully reading a book under the soft glow of a bedside lamp. A parent leans into the doorway, saying goodnight. The setting exudes warmth and family togetherness, with soft lighting enhancing the tranquil atmosphere.

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