41
3
El Abecé Visual del cuerpo humano
aportar
–
proporcionar algo
/ to provide
delimitar
–
fijar los límites de algo
/ to delimit
excedente
–
lo que sobra
(sustantivo)
, sobrante
(adjetivo) / excess
homogéneo
–
uniforme
/ homogeneous
indispensable
–
extremadamente necesario,
imprescindible / essential
integrar
–
ser parte de algo
/ to be part of
intervenir
–
tomar parte en algo
/ to take part
periférico
–
que está en las afueras o
alrededor de algo
/ peripheral
posibilitar
–
hacer posible
/ to make possible
predisposición
–
tendencia o inclinación
especial a algo
/ predisposition
prolongarse
–
extenderse
/ to extend
protuberancia
–
parte que sobresale de algo,
abultamiento
/ protuberance, bulge
reiteradamente
–
repetidamente
/ repeatedly
vincular
–
relacionar
/ to link
Advanced Vocabulary
conducto
–
canal o tubo por donde fluye una
sustancia
/ channel
dilatación
–
aumento de tamaño
/ dilation
estímulo
–
elemento externo que activa a un
cuerpo u órgano y causa una reacción
/ stimulus
excreción
–
desechos que se expulsan
/ excretion
filamento
–
algo en forma de hilo
/ filament
nódulo
–
masa redondeada
/ nodule
núcleo
–
parte central de algo
/ nucleus
orificio
–
agujero o abertura pequeña
/ orifice
óseo
–
relacionado con los huesos
/ bone
segregar
–
producir las glándulas del cuerpo
una sustancia
/ to secrete
toxina
–
sustancia venenosa o dañina
/ toxin
V
OCABULARY
V
OCABULARY
D
EVELOPMENT
¨
Introduce vocabulary by providing a description of all the words presented in the vocabulary
section and any additional vocabulary you may wish to discuss prior to the reading activities.
¨
Make sure students understand all the vocabulary needed to complete the activities (e.g.,
conclusión,
contexto, inferir, formal, generalización, predecir, prefijo, visualizar
) and instruction words, such as
cita,
clasifica, comparte, completa, describe, explica, infiere, justifica, organiza, predice, presenta, resume, revisa.
¨
Ask students to take turns explaining in their own words to a partner what each word means. Encourage
them to use context clues and illustrations from the book as they come up with their own definitions.
¨
Have student pairs classify the vocabulary terms based on the part of speech. Distribute the four-column
chart (Graphic Organizer #1) and have them label the columns
Sustantivo, Adjetivo, Verbo, Adverbio
. Once
student pairs have classified the vocabulary words, ask them to try to fill in as much of the chart as they
can. Model an example:
aportar (verbo) – aportación (sustantivo) – varios (adjetivo) – finalmente (adverbio).
¨
Remind students that analyzing the structure of a word will help them figure out its meaning.
Point out the prefix
pre-
in
predisposición
and explain that it means “before/prior to.”
Introduce
inter-
(between),
ex-
(outside), and
sub-
(under). Then have students explain the
meaning of
exhalar
(p. 26) and
subunidad
(p. 9). Explain that most scientific vocabulary has Greek
or Latin origins. Point out
homo-
(same) and
-géneo
(producing) in
homogéneo
and
peri-
(around) in
periférico
. Introduce
endo-
(inside),
hiper-
(excessive),
neuro-
(nerve), -
scopia
(exploration),
semi-
(half),
and
termo-
(heat). Then have students determine the meaning of
endoscopia
(p. 59),
intervertebral
(p.
14),
hipertensión
(p. 61),
neurotransmisor
(p. 35), and
semicircular
(p. 43).
¨
Point out words that may cause students spelling difficulties. For example:
bazo
(
spleen
) and
vaso
(blood vessel) on p. 53;
callo
(callus) on p. 16 and
cayó
(fell down);
sebo
(fat) on p. 25 and
cebo
(bait);
vello
(hair) on p. 25 and
bello
(beautiful). Then have students write sentences with these
homófonos
.
I
NSTRUCTIONAL
S
HIFT
:
Academic Vocabulary
A+ Common Core Spanish Literacy Lesson Plan © Santillana USA
INFORMATIONAL TEXT
LESSON PLAN AND ACTIVITIES
