The article examines the development of strategic-regulatory skills in future teachers’ oral communication as an integral dimension of pedagogical communicative readiness. Strategic-regulatory skills are interpreted as the ability to plan an oral communicative action, select an appropriate strategy, monitor the course of interaction, respond to interlocutor feedback, and modify speech behaviour when the communicative situation changes. The study employs theoretical analysis, pedagogical modelling, functional classification, and criterion-based interpretation of oral communication activities. Five recurrent pedagogical communicative situations are used as the functional context of strategic regulation: instructional explanation, interactive pedagogical communication, management of question-and-answer interaction, pedagogical feedback, and reflective communication. The analysis identifies four interrelated regulatory operations planning, monitoring, strategic management, and corrective adjustment and shows their relationship with fluency, speech accuracy, pragmatic appropriateness, and sociocultural mediation. The proposed framework shifts the focus from reproduction of prepared speech patterns to adaptive management of oral communication. It can be used in teacher education courses to design context-based speaking tasks, reflective activities, and feedback procedures aimed at developing autonomous and situationally responsive oral performance.