This thesis investigates how implementational spaces of listening and speaking from the policy documents are created and realised in textbooks, and thus analysing how textbooks follow the directives of policy documents. To this end, a qualitative content analysis was performed on three textbooks for English 5. First, an analysis of the policy documents was performed to create a categorisation of what the documents stipulate. The categorisation was then used to analyse the textbooks. Results showed that all three textbooks did well in supplying a wide array of varied listening content. However, only one textbook covered listening strategies and only one textbook covered production speaking exercises. There was also a discrepancy between the length of recordings between the examples of standardised tests and textbooks, with the tests having up to 20 minute-long-tests and textbooks up to eight-minutes-long. The results showed that there was a lack of listening strategies, with only one textbook working on it. Furthermore, teachers may have to find longer recordings to prepare for the standardised tests. Lastly, there may be a need to form the speaking exercises to have different levels of preparation.