The third and last piece of Module 5. Two kinds of question, handled differently: WH-questions keep their question word and just nominalize the verb, while yes/no questions need the “whether or not” trick where the verb appears twice. Read top to bottom — that's the final video's order. Each beat gives what she says, the exact screen the viewer sees, and how it should move. The Turkish text has to be letter-perfect; the visuals are yours to make better.
Says“Now let's look at the third piece of modül 5. Reporting questions.”
How it movesSame numbered section card as the rest of the module — this is “3”, and it's the last one. Module 5 has three pieces: fiil cümleleri (M5.1 + M5.2), isim cümleleri (M5.3), and this. If you've been showing the three pieces anywhere, this is where the set completes.
Says“Reported questions split into two types: yes/no questions, and WH questions. We will start with the WH questions today. When I say the WH questions I mean who, what, where, when, why and how.”
How it movesTwo chips in, then a star lands on the WH one and the yes/no chip dims (it comes back at beat 7). Then the six question words build in one at a time as she lists them — she says the list twice, so use the cleaner run and let each word land on its own. Keeping these six visible as a strip you can call back to in beat 5 would tie the section together.
Says“When we report this kind of question, the question word stays exactly the same, and we change the verb using -DIK and -AcAK.”
How it movesThis is the easy half of the lesson and the screen should feel that way. Best move: hold the question word completely still — no animation on it at all — while the verb beside it visibly transforms. The contrast between the frozen word and the moving one is the rule. The formula is the same one from M5.1 with a question word bolted on the front and sordu instead of söyledi, so build it as a modification of what they know rather than something new.
Says“Ali ‘nereye gidiyorsun?’ diye sordu. Ali nereye gittiğimi sordu.”
How it movesThe same before → after treatment used across Module 5: quote marks peel away, the verb morphs, the reporting verb lands. But here make nereye the anchor — it should sit in the identical screen position in both lines and not move at all while everything around it changes. Both versions held together at the end reads best.
Says“Let's go through each question word and give examples.” — then she reads each pair, direct first.
How it movesEach is a pair, so keep the before → after rhythm, and keep the question word anchored and still in both lines. One thing worth catching: the person flips in the third one (kaldınız → kaldığımızı, you-plural becomes we) — the same point-of-view shift she taught in M5.1, so emphasise both the question word and the changed ending there.
Says“Ali ‘kim geldi?’ diye sordu. Ali kimin geldiğini sordu. Here kim received the genitive case suffix — kimin — because it works like a person here: who.”
How it movesThis is the exception to the rule from beat 3, and it's worth marking as one. Everywhere else the question word sat frozen — here, let kim finally move, with the -in arriving on it as its own beat. Playing it against the earlier examples (“remember how the question word never changed? here's the one that does”) makes it stick.
Says“The second part of questions is yes/no questions. These questions are formed with the question particle mı.”
How it movesBring back the two chips from beat 2 and light up the second one — that's the cleanest way to show the lesson turning a corner. Then the section card.
Says“And when we report it, we use -ip and -mAdIğInI. For example, let's take the verb gelmek — gelip gelmediğini. This structure is like ‘whether or not’ in English.”
How it movesThe doubling is the whole idea and it's genuinely strange to an English speaker, so give this beat room. The move that explains it: the verb appears once, then a copy of it slides in beside itself and picks up the negative — positive, then negative, same verb. Landing the English “whether or not” underneath at the end is what makes it click. She reuses gelmek from every other lesson in the module, so students have a familiar verb to watch it happen to.
SaysReads each line.
How it movesLine at a time, same layout and motion as the tables in M5.1 / M5.2 / M5.3 — it's the same set of possessive endings they've now seen four times, which is the reassuring part. The useful thing to show here is that the gelip half never moves: keep it visually frozen down the whole column while only the tail of the second half changes. Bring the second onların option in beside the first with an “or”, not replacing it.
Says“Only the second part gets the negative suffix, and the second part actually gets the accusative case. Gelip gelmediğini.”
How it movesThis is the one students get wrong, so make it a picture rather than a sentence: split the word into its two halves on screen and load everything visibly onto the right-hand one — negative, possessive, accusative arriving one by one — while the left half stays bare. If the first half looks conspicuously light and the second conspicuously heavy, the rule doesn't need explaining.
Says“Let's look at the examples.” — then each pair, direct first.
How it movesBefore → after as usual, but here there's a satisfying move available: in the direct line the particle mı / mi is the thing making it a question — so let that particle dissolve and the doubled verb grow out of it in the reported line. Emphasise the whole -ip … -mAdIğInI pair as one unit, not two separate words. Note ödevini → ödevimi flips in the first one; worth its own emphasis.
Says“Let's look at the future examples now.” — then, after the first: “Here, as you notice, we still have -ip. The verb, the negative suffix, and then the future tense suffix, and then possessive and accusative.”
How it movesShe stops after the first one to break the word apart, so give that a dedicated build on screen: gel + me + ecek + possessive + accusative, arriving in the order she names them — and keep the gelip half frozen throughout, because her actual point is that it doesn't change. The first half stays -Ip whether the question is past or future; only the second half moves to -AcAK. If you can show the past version from beat 11 sitting above and only the tail swapping, that's the clearest possible version of this beat.
How it movesIf a pickup gets recorded, treat it like every other outro — fade the end card up over her sign-off. This one closes Module 5, so it deserves the extra weight the M6.2 and M4.5 outros get. Until then, leave the tail as it is.