Reported speech — the future: -(y)AcAğInI

Says“Alright, now we are in part 2. In part 2 we are looking at the things that haven't happened yet — so we are using the future tense.”

How it movesReuse the section card from M5.1 — this is still piece 1, fiil cümleleri, just its second half, which is exactly what she means by “part 2.” So keep the 1, and let “PART 2” be the thing that changes. A nice touch: show the M5.1 formula briefly and swap the -DIK block out for -AcAK, so the continuity from the last lesson is visible in one move.

Says“When someone tells us something that is going to happen in the future, in order to report it we use the future tense suffix. We have -AcAK, we have the possessive suffix, and then the accusative suffix.”

How it movesWord card with the “= not yet” line. The clean visual contrast with the last lesson is a timeline: -DIK sat on a past point / the present moment, and -AcAK sits ahead of now. If you built a timeline in M5.1, reuse it and move the marker forward — the callback teaches faster than a new graphic.

Says“Let's build it step by step. We have the verb stem, we have the future tense suffix -AcAK, we have the possessive suffix — and since we attach the possessive, the k turns into a soft ğ. And then we have the accusative suffix ı, and in between of course we have the buffer n. So we get -acağını.”

How it movesBuild the formula block by block as she names each part. The two sound changes are the content: let k soften into ğ in place, and the buffer n slot into the gap. If you animated this in M5.1, use the identical motion here — students should recognise it instantly as “the same machine, different part.”

Says“Let's look at the example. Ali, yarın geleceğim dedi. Let's make it dolaylı anlatım: Ali, yarın geleceğini söyledi.”

How it movesSame before → after treatment as the M5.1 comparison beat: quote marks peel away, geleceğim morphs into geleceğini, dedi becomes söyledi. Both versions held on screen at the end reads best.

Says“-AcAğInI follows the two-way vowel harmony rule — acağını and eceğini. If the verb ends in a vowel, of course we bring the buffer y: yacağını, yeceğini.”

How it movesOnly two rows, so this one goes quickly — build them as she says acağını / eceğini, emphasising the changing vowel. Then when she says “buffer y,” reveal the right-hand column together and make the leading y pop. Worth contrasting with the last lesson: -DIğInI was four-way, this one is two-way — a small “2” vs “4” callback would help it stick.

Says“Of course, the possessive suffixes change depending on the person. So let's look at the example gelmek.” — then she reads each line.

How it movesLine at a time, in her order, possessive piece emphasised each time. Same layout and motion as the M5.1 table — the parallel is the lesson. Note the onların row keeps the hard k (geleceklerini), because -ler comes between; if you can make that visible next to the ğ in every other row, that's a smart catch. Bring the second onların option in beside the first with an “or”, not replacing it.

Says“Let's look at the examples now.” — then for each one she reads the direct version, then the reported version.

How it movesEach example is a pair, so animate before → after: the quoted sentence appears with its quote marks, then transforms into the reported one underneath, with the -AcAğInI phrase emphasised as she reads it. Clear each pair before the next. On the last one, size → bize flips as well — emphasise that separately, it's the same point-of-view shift she taught in M5.1.

Says“To make negative sentences, of course, we bring the negative suffix -ma / -me.”

How it movesReuse the formula from beat 3 and slide the -mA block into it — same blocks, one new piece. Then the detail worth catching: -ma and -acak can't sit next to each other, so the buffer y appears between them. Let that y drop in separately after the -mA lands, so students see why it's there rather than just memorising “mayacak.”

SaysReads each direct version, then the reported version.

How it movesSame before → after rhythm as beat 7, but here let the -ma-/-me- and its y land separately from the rest of the suffix — that's the only new thing in these three, and it's the piece students drop.

Says“Okay, that's the end of the video. If you have any questions, please write in the comments. You can find more examples in the PDF summaries. Görüşürüz!”

How it movesFade up the end card over her sign-off, per the house style. She specifically points at the PDF summary here, so give that a visible line or small icon on the card — it's a direct call to something they can download.