In teaching work with specific terminology of each field of discipline, the frequent use of nouns in the strategy of nominalization is one of the most common resources. Nominalization implies condensation of meanings. This paper communicates movements of packing and unpacking of meanings identified and linguistic resources used by a future Chemistry teacher during her didactic work to construct the concept of saturated solution. The discursive section that was analyzed corresponds to a class focused on the theme solutions during her residence period in a secondary school classroom. The research uses a qualitative approach and it is centered on a case study. It is framed in the notions of nominalization and congruent forms in order to analyze the processes of condensation of meanings during the discursive interactions. The linguistic resources for the condensation of meanings preferred by the future teacher are identified and its teaching implications are discussed.