The teaching of notion of movement in foreign language classroom can be a particularly difficult didactic task, since object of the research is the study of an extralinguistic notion, such as physical movement. Our contribution is the result of a reflection born from our didactic experience in a university course of Franch linguistics where we reflected on the semantics of verbs in French, focusing on some direct transitive displacement verbs. What motivated the choice of this type of verbs is the identity of the situations they denote when they enter a specific construction, namely the direct transitive costruction where the roels of target and site are assigned to the subject and the direct object respectively. Indeed, even i these vebs describe a displacement, they do not all have a semantics that intrinsically implies a displacement. The study aims, in this regard, to expose our teaching experience in relation to reflection on what determines the semantic interpretation of expression as a displacement event in FLE learning
