The second compound tense, and the close of Module 6. Same stacking trick as -Iyormuş, but on the future: a plan or a forecast you heard about rather than witnessed. 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“Alright, in this lesson we will learn -AcAkmış.”
How it movesSame numbered lesson card as M6.1 — this is “2”. If you kept the two-chip roadmap from the opening of M6.1, bringing it back with the second chip lighting up is a clean way to say “last one in this module.”
Says“Another compound tense — it's a combination of the future tense -AcAK and duyulan geçmiş zaman, reported past tense, -mIş.”
How it movesReuse the exact collision animation from M6.1 beat 3 — two pieces coming in from either side and snapping together — with -AcAK in place of -Iyor. The repetition is the point: students should see it's the same trick on a different tense.
Says“Of course, since it's a combination it has the features of both tenses. So it has a little bit of future and a little bit of hearsay.”
How it movesTwo ideas held at once is the whole meaning, so show them side by side rather than in sequence — a forward arrow on one side, the “didn't-see-it-myself” icon from M6.1 on the other, both on screen together. Bringing that icon back is worth doing; it's the through-line of the module.
SaysShe talks over the sentences rather than reading the first two: “Here you can see we are talking about the reported plan about future.” … “Here it's a forecast, an announcement about the future, and you heard it from someone else.” … then she reads the third: “Ertesi gün yola çıkacakmış ama vazgeçmiş.” — “He was supposed to be on his way, but then he just gave up.”
How it movesOne at a time, cleared before the next, with the use-label (reported plan / forecast / future in the past) arriving after her explanation rather than with the sentence. The third is the interesting one: the plan existed and then didn't happen. If you can show the plan on a timeline and then have it cancelled or crossed out as vazgeçmiş lands, that single move teaches “future in the past” better than the label does.
Says“Now let's build the form. We have the verb stem, we have the future tense suffix, and then we have the reported past tense suffix.”
How it movesBuild block by block as she names each part, then fuse the pieces into the single word underneath — same motion as M6.1 beat 6. Worth noting the k stays hard here (gelecekmiş), unlike in Module 5 where it softened to ğ; if students just came from M5, that's exactly where they'll slip.
Says“It follows the two-way vowel harmony rule, so you will see it as acakmış or ecekmiş. Of course, if the verb ends in a vowel, then we attach a buffer y.”
| Last vowel | Suffix | If verb ends in a vowel |
|---|---|---|
| a, ı, o, u → a | -acakmış | -yacakmış |
| e, i, ö, ü → e | -ecekmiş | -yecekmiş |
How it movesTwo rows, so it moves fast — build them as she says acakmış / ecekmiş, emphasising the changing vowel. When she says “buffer y,” reveal the right-hand column together and let the leading y pop. Note the -mIş follows the same harmony as the -AcAK in front of it (a → mış, e → miş); if the table makes both vowels move together, that's a free extra observation.
Says“Let's look at the verb gelmek.” — then she reads each person.
How it movesLine at a time, personal ending emphasised, same layout and motion as M6.1 beat 8 — the two tables should look like siblings. Again the Onlar row is the one to watch: -ler slots in before miş. Bring the second onların option in beside the first with an “or”, not replacing it.
Says“Let's look at the examples now.” — then she reads each sentence. After the first she adds: “It's a future plan, it's going to happen in the future. But I didn't witness it — I heard it from someone, maybe from Ali.”
How it movesOne at a time, cleared before the next. Turkish in, sweep-emphasise the -AcAkmış verb as she says it, then the English underneath, lighter. The bus one basically is a departure board — if you want one example to go further on, that's the one.
Says“To make negative we bring the negative suffix -ma / -me. Gelmeyecekmiş.”
How it movesReuse the formula from beat 5 and slide the -mA block into it — same blocks, one new piece. Then the detail: -me and -ecek can't sit together, so the buffer y appears between them. Let the y drop in separately after -mA lands, so it's clear why it's there. This is the same join students met in M5.2, so a quick callback would help.
SaysReads each sentence.
How it movesSame rhythm as beat 8, but let the -ma-/-me- and its y land separately inside each verb — that's the only new piece and it's the one students drop. Başlamayacakmışsın and almayacakmışsınız are long; give them extra hold and consider building them in visible chunks.
Says“To make questions we use the question maker mI. So we have the verb stem, we have the future tense, we have the question maker, and we have the reported past tense, and then the personal ending.”
How it movesSame split as M6.1 beat 12: the verb stays put, mI detaches and steps away, then mIş and the personal ending stack onto the mI. One difference worth flagging — unlike -Iyormuş (where it was always mu), here the particle harmonises with the -AcAk in front of it: ecek → mi, acak → mı. Showing both forms side by side makes that obvious.
SaysReads the questions, then at 06:14: “To make negative questions, we bring the negative suffix -ma / -me.” — then the negative ones.
How it movesOne at a time. Keep the particle and everything stacked on it visually grouped, exactly as in M6.1, so the shape is recognisable across both lessons. Splitting this into two screens — positives, then negatives from 06:14 — is probably cleaner than five on one card; your call.
Says“Okay, this is the end of the video. In the next one, we are starting a new module. Görüşürüz!”
How it movesFade up the end card over her sign-off, per the house style. This one closes a module rather than just a lesson — worth marking, e.g. both Module 6 chips ticking off before the card lands.