This article examines the pedagogical potential of authentic language resources for developing school students’ English speaking skills. The study aims to identify the methodological conditions for using materials originally created for real-world communication rather than language instruction to develop students’ oral production and interaction skills. The study adopts a theoretical and methodological approach, drawing on a review of scholarly literature and a comparative analysis of the potential of interviews, podcasts, short videos, and public announcements for teaching speaking.Resource selection criteria are established with reference to students’ age-related characteristics, language proficiency, communicative needs, and the comprehensibility of the materials’ cultural content. Speech rate, lexical complexity, and the duration of audio and video materials are considered in relation to the extent of pedagogical scaffolding required. Based on these criteria, the article proposes an instructional framework comprising familiarisationwith the communicative situation, teacher-guided identification of relevant language expressions, scaffolded interaction, independent speaking, and reflective feedback.

Within this framework, authentic resources serve as models of contextually appropriate language use and provide the content for tasks involving the exchange of opinions, information sharing, and role-play. The proposed indicators for assessing students’ speaking performance during these tasks include fluency and intelligibility, contextually appropriate vocabulary use, coherence, and appropriate responses to an interlocutor’s contributions. The central conclusion is that the pedagogical value of authentic resources is realised through their integration with tasks directed towards a specific communicative goal. The practical significance of the study lies in the proposed resource selection criteria, instructional stages, and speaking assessment indicators, which can inform lesson planning. The effectiveness of the proposed framework requires empirical testing in school settings.