Materials evaluation studies have constantly demonstrated that there is no one fixed procedure for conducting textbook evaluation studies. Instead, the criteria must be selected according to the needs and objectives of the context in which evaluation takes place. The speaking skill as part of the communicative competence has been emphasized as an important objective in language teaching. The present study explored the core units of spoken grammar inherent in four widely-used ELT textbooks following McCarthy and Carter’s (2002) classification. A coding scheme was developed to make it possible for the researchers to use the classification in codifying the data. The data were then analyzed to detect the units of spoken grammar inherent in the target textbooks. Results from codification of dialogues and transcripts of audio recordings showed that the units of spoken grammar are not evenly distributed in these ELT textbooks. In addition, a significant difference was found between the textbooks in their inclusion of different categories of the spoken grammar.
