Özet:

The purpose of this work is 8. Class Turkish Curriculum (MEB, 2019) is the identification of the created phrase knowledge activities for the processing of reading and listening/following texts contained in eight topics and the interpretation and evaluation of them with a critical view. In the study, a screening model of visual research patterns was used. In the books examined at the end of the study, the main and helpful subjects of the phrase; the meaning (positive, negative, question), instead of the load (regular, revolutionary), the type (name and actual phrase) and the structure (single loaded, multi-loaded, real and linked phrase), the varieties of the phrase; the word groups (name completions, remark completions, real and real groups, etc. (a) a word group or phrase formation can be assessed by words, speeches and patterns; the actual roofs according to its essence (effective, made) and object (transitional, non-transitional), the meaning in the phrase (positive, negative, question, objective and objective judgment, purpose-resultat, reason-resultat) and the feeling (setem, desire, regret, regret, exaggeration, surprise, pleasure); disturbances in the narrative, the contribution of the words art to the meaning of the phrase, the transition and connection expressions that establish meaning relations between the phrases, etc. 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 the phrase knowledge activities included in the Class Turkish Curriculum, it is 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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