Özet:

The purpose of this study is to identify the created phrase knowledge activities for the processing of reading and listening/following texts in the six themes of Primary Education Turkish 8 lessons (Dörtel Publishing, 2017a), Student Study (Dörtel Publishing, 2017b) and Teacher Guide (Dörtel Publishing, 2017c) and to interpret and evaluate with a critical view. In the study, a screening model of visual research patterns was used. In the books studied at the end of the study, the word groups (name completions, sort completions, facts and facts groups, etc.) (a) the words, speeches, and patterns which can be assessed in a word group or phrase; the meaning in the phrase (positive, negative, question, assumption, probability, comparison, suggestion, objective and objective judgment, purpose-result, reason-result) and the feeling (sitem, desire, regret, regret, exaggeration, surprise, pleasure), the main and helpful elements of the phrase; the meaning (positive, negative, question), the place of charge (regular, revolutionary), the type (name and actual phrase) and the structure (specially loaded, very loaded, very loaded, very loaded, very loaded, very loaded, very loaded, very loaded, very loaded, very loaded, very loaded, very loaded, very loaded, very loaded, very loaded, so It has been found that the activities formed around the subjects have spread into a wide range of terms of knowledge. At the end of the work 8. With the structural approach carried out in the field of phrase knowledge activities included in the class Turkish curriculum books, it was proposed to be updated and enriched in the light of academic studies focused on language knowledge teaching processes, especially with the intuition method.

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