Chinese language is a relatively difficult to learn for overseas students. For the purpose of helping students learn Chinese in China more efficiently, we need start the teaching with an appropriate lead-in.
What we will discuss first is the lead-in way by the flow of the speech. We know that language have the function of state and explain the context. Therefore, teacher can teach Mandarin language by constructing the context or flow of speech which reflects the meaning of words, thus leading in new words to guide students to understand the words.
For instance, for the teaching of the word “赶快”, teacher can lead in to help them to study Chinese by the way in the following.
师：快到下课时间了，很多同学都要求老师提前两三分钟下课，这是为什么？下课后你们要先做什么？
生：去食堂吃饭。
师：去食堂为什么要提前两三分钟？
生：因为下课铃一响，食堂里的人太多了，要排很长时间的队。
师：哦，现在11点25分了，你们心里想着：快点下课、快点下课……对吧？
生：是，快一点儿下课吧！
师：好，我们学完“赶快”，就赶快下课吧！
With this context, teacher can introduce “赶快” to the teaching contents smoothly in Mandarin learning courses. When students comprehend the meaning of the word “赶快”, it become much easier for students to remember the word and meaning and grasp the usage.
This method can be applied not only to the words teaching but also the grammar teaching. In the following parts, the usage of “就” and “才” will be exampled to illustrate this leading way for students who study in China.
师：你什么时候开始学习汉语？
生1：去年九月。
生2：我去年一月开始学习汉语。
生3：我2004年开始学习汉语。
Then the teacher will ask questions like “谁最早开始学习汉语？” and “谁最晚开始学习汉语？” for students to answer. Then the teacher will write down the point like: “ 2004 年（就）开始学汉语（了）。 今年1月（才）开始学习汉语。” on the black board to lead the usage of “就” and “才”. By comparing, students will find it easier to learn Chinese language.
Students who attend to Chinese language school may be familiar with the way of leading in by questioning, which is to prepare several relevant questions in advance and display the new words and the grammar points by questioning the students.
If the teaching content is the new word “挨”, when you learn Chinese in Yunnan, teacher can teach by leading like this:
师：一个学生如果不好好学习、考不好，老师、父母会怎么样呢？
生：批评他、骂他、打他、不让他吃饭……
According to the students’ answers, the teacher will write down the sentences on the black board and lead to the point of “挨” like “老师批评他→他挨批评了”, “妈妈骂他→他挨骂了”, “爸爸打他→他挨打了”, etc.
This is a very natural and practical method, which can stimulate students to think deeply and attract their attention. What’s more, it encourages students to learn Mandarin with great enthusiasm, thus leading them to the topic.
By the same way, teachers often use this way to lead in the grammar point in Mandarin language courses in China. Here is an example illustrated to explain. To teach the application of the localizers, teacher can ask students to tell the location of the buildings in the school yard. By asking “操场在哪儿呢？/图书馆在哪儿呢？……”, teacher can lead the teaching points with students’ answers like “操场/图书馆在那儿……” and “操场/图书馆在学校的南边儿/东边儿……”.
Both techniques of leading-in mentioned above are natural and practical. Students can learn the new contents with great enthusiasm and can master the important points easily.