The teachers of Chinese language program in China concluded an effective teaching approach in the process of teaching Chinese to students who are learning Chinese in China. This teaching approach is called importing. Specifically, importing teaching approach can be divided into many types. Here we are going to introduce the collocation of word cards concluded by the teacher of the Chinese language program in China.

The teacher can prepare two groups of cards, one involves the words they have already learnt and the other includes some new words. Firstly, the teacher can ask students to extract words from the first group and post the extracted cards on the blackboard. Meanwhile the teacher can write down the words which can be collocated with the words on the cards successively beside these posted cards and ask the students to extract words from the second group. Then the extracted cards can be posted on the blackboard and ask students to write down the words which can be collocated with the words on the cards beside the posted cards. After these the teaching of new words can be started.

This teaching approach has been practiced by many teachers of Chinese language program in China among the students of learning Chinese in China. The following examples are the models for you.

Example one: when one teacher of the Chinese language program in China was teaching the words collocations 弹（钢琴）、擦（玻璃）……the teacher prepared the cards firstly, on which the words they had learnt were written down. For instance, “汽车，电话，水，酒，篮球……”

The students who were having the Chinese language program in China were asked to extract some cards and write the words which can be collocated with the words on the cards down on the blackboard.
开 汽车
打 电话
喝 水……

After finishing the collocation for the first group of word cards, the teacher asked the students to extract word cards from the second group of cards, such as “钢琴，玻璃……”

The teacher asked students to think of some verbs which had been taught in the Chinese language program in China and can be collocated with the new words.
___ 钢琴
___ 玻璃……

The teacher then imported the new words “弹（钢琴）、擦（玻璃）……” and continued the teaching of Chinese language program in China.

Example two: in the process of Chinese language program in China, the teacher was going to teach quantifiers.

The teacher wrote the quantifiers which have been learnt before and new quantifiers as well as the words which can be collocated with them down on the cards and disturbed the order of the cards. Then every student was given one card.

The teacher asked students to show the cards with nouns on them in turn and other students should show the cards with quantifiers which can be allocated with the nouns the former shown. For example, “一个苹果”, “一本书” etc.

The teacher then asked the students who could not find their collocation objects or wrongly collocated to stand on the platform and imported the new quantifiers to teach students.

Example three: in order to teach antonyms to the students of the Chinese language program in China, the teacher made two sets of cards and wrote down synonyms and antonyms on the cards respectively (mixed the cards of new words with the ones of leant words) For example:
The first set: 大、贵、新、高、聪明、穿、取、失败、担心……
The second set: 小、便宜、旧、低、笨、脱、存、成功、放心……
The teacher gave away the two sets of cards to two groups of students.
The teacher explained the game rules for the students and asked the first group of students to show their cards in turn. At the same time, the other group of students should show the anonyms which are collocated with the words that the first group of students shown. 
In this process, the teacher imported the new words to teach the students.