In the disciplinary curriculum of Romanian language and literature, the field of communication is divided into two subdomains: oral communication - oral didactics and written communication - didactics of writing and editing [12, pp. 12-14]. In this context, it shall be remind that the communicative - functional paradigm means that students are studying Romanian not to learn rules and definitions but to communicate, based on rules and definitions, in all circumstances of life. Thus, the oral communication activities carried out by the teacher with his pupils directly contribute to the chiseling / refinement of oral communication skills. Unlike Romanian language and literature lessons, communication lessons aim to develop oral communication of pupils. These lessons involve different communication interactions: teacher - student, student - teacher, student - student, pupil - group of students, etc.