Talking is defined as the application of oral language for direct interaction with others and speaking is the academic form of it. There are two types of speaking: informal and formal one. Informal speaking does not require lots of direct instruction, however, the formal type requires intensive direct instruction. The first aim of this research was developing the indicators of speaking instruction at national language curriculum at elementary level. The second aim was clarifying the strong and weak points of “the guide to Farsi curriculum of Iran at elementary level” according to the objectives of speakin instruction. To achieve these aims, the content of the language arts curriculum at elementary level of America (the state of New Jersi, 2004), England (2007), Singapore (2006) and Iran’s (2009) was qualitatively analysed. Findings showed that within the framework of “the guide to Farsi curriculum of Iran” at elementary level, speaking is something that is taken for granted, as there is no obvious definition for it and also its sub-skills is not introduced. The lack of conceptual framework for this language art leads to ambiguous and inconsistent educational objectives for different grades at this educational level. Careful analysis of this curriculum showed that, here speaking instruction is not planned in accordance with context (situation). Also, it is not planned to be instructed critically, and if formally considered, there is no operational definition and no practical strategy for its instruction. Also, speaking instruction is not planned through the use of information and communication technology.
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