This Word document contains words useful in "reports" around various topics: date & time, weather, fashion, sports, lunch, and other lists of topically-related vocabulary. I ask the students questions and point to a document on screen that lists possible answers. As they offer answers, I pause and point again to each new words as it is used. I show the Word document on screen and scroll through to show each topic one at a time.
Sometimes we do "reports" with volunteers answering my questions about each topic; sometimes I assign each student one report; sometimes students share reports with a partner and then I ask questions to hear a couple of pairs' ideas. It is entirely okay with me if students imagine their answers instead of use actual facts. We don't use every word on the topic every day! That would be tedious. Instead, we might hit one or two words from each report. I will ask questions so students hear those words several times before we move to the next report.
At the beginning of the year with Chinese 1, we only did the date/time report for several weeks. Then we added weather. After a few weeks of doing both of those reports, we added lunch, and so on. At the end of the year, we began working with the "Celebrity Gossip Report" for the first few times. Students acquired numbers, dates, how to tell time, and Chinese lunar calendar understanding from the date and time report over the first few months of the school year.
Credit goes to Terry Waltz for introducing the idea of topic-based "reports" as a way to teach these kinds of "picky" nouns. I have also used the color coding for each tone that she developed. I developed a file with several topics and list of possible terms after trial and error to find my own way of applying the idea.
Teachers may wish to adjust how much pinyin to show. I included characters and pinyin at first, when words are new, and remove pinyin as words became familiar to students. It is far and away my experience that showing pinyin with the characters makes the character virtually unnoticed by students whose native language is alphabetic. Therefore, if wishing to use reports as a way to help students read the words included, I highly recommend working with the words aurally for a few weeks and then removing pinyin on those now-familiar words.
Chinese teaching blog: http://tprsforchinese.blogspot.com/2015/05/reports-to-start-class-and-teach.html
Chinese teaching videos: https://www.youtube.com/channel/UCFtCASxFEa9ym88EUrWZxFQ