Listening/monitoring and speaking skills are the basic elements that compose/create oral communication. Listening/monitoring and speaking objectives have been combined in verbal communication in the 1-8th grade curriculum of the Turkish course made in 2015 while they were different learning areas at the previous programme. This study aims to evaluate the acquisitions in verbal communication learning area according to essentialist evaluation approach and to detect the problems in expressions of the acquisitions. Document review that is one of the qualitative research techniques were used in the study analysis. Sequantial and comorbidity problems have been identified in the programme; ambiguities in the expressions of acquisitions have been examined within the framework of listening/monitoring and speaking areas by associating with the other learning areas. As a result (last of all), ithas been determined that some acquisitions processed separately in the previous curriculum were expressed as comorbid in the new program, some acquisitions dis-rupt the continuity and some of them were expressed complex, some of them were expressed mis-singand the others were false. Last of all/consequently, some recommendations have been presen-ted in order to express some acquisitions more accurately.