About the didactic discourse, numerous definitions and interpretations are issued from various perspectives, from a pragmatic point of view, the didactic discourse is based on the use of codes, organized in complex linguistic structures, informative, descriptive and explanatory, whose conceptual content uses a refer-ential that it offers the student the opportunity to develop the cognitive universe and creative potential and aims to transmit information/knowledge. Any didactic discourse implies interaction between the actors of the didactic process. Thus, in teaching, the concept of conversation is defined as an exercise of mutual verbal communication, in which questions alternate with answers. The conversation in-volves a model relationship, of communicative action and verbal interaction, and the dialogic forms are of several types: heuristic, socratic, catechetical, repetitive. In online lessons, the teacher can easily change the teaching course, primarily depending on some external factors, such as: the presence/connection of the students, the technical assurance, the degree of involvement of the students, etc. However, in the way of organizing the discourse, the teacher will take care of the informational organization and compliance with the principle of communicative segmentation.