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初中教师在引导学生进行阅读时，常常会发现学生觉得英语阅读很困难。尤其是阅读课本以外的英语文章很困难。使用关联原则是减少学生阅读困难的一种方法，它是通过关联学生已经了解或者将要了解的知识，让学生从心理上突破阅读障碍，愿意自主阅读的一种方法。现论述有关在初中英语阅读教学中关联原则的使用方法。
一、关联相关的知识
学生在阅读一份资料时，特别是这份资料中有大量自己不认识的专有名词，在阅读时就会感觉很畏惧，学生觉得那么多自己不认识的内容出现，肯定不能读懂这篇文章。
比如教师在引导学生学习《A charity walk》时，教师引导学生阅读一段资料：
Thank you for your new order of Jan.30.It was processed and shipped immediately,as usual,Your business seems to be growing quickly.We are very pleased at your success and we appreciate your continued interest in our knives and kitchen supplies.
Due to the increased volume of your recent order,we ask that you send us a current balance sheet or operating statement.The latest one we have is dated AUG.12,2013.This is a routine credit procedure for our company when noticeably increased orders are placed.You have always been most cooperative in providing us with the financial information we need in order to promptly meet your requirements.Therefore,we have no hesitation in asking you for this data.
We want to emphasize that any financial information you provide is,as always,confidential and used only to our mutual benefit.Thank you for your attention to this matter.
学生发现虽然这段话的大致内容能看懂，可是依然有很多的单词不认识，学生看到陌生单词就存在畏惧的心理。教师可以让学生观察，这篇文章的内容是涉及到商业信息的，它谈到的内容为“订单”、“货款”、“财务”，这是商务信函中最常用的关键词。学生只要能够读懂这些词汇，日后再读类似的商务商函时，就会减少阅读的困难。学生学会关联的方法，就会愿意一个类别一个类别由浅入深地阅读英语文章。
二、关联相关的语境
学生在进行英语阅读时，有时会把关注的焦点放到自己不懂的英语单词上，却忽略了自己已经读懂的内容，由于学生只关注几个不懂的词汇，阅读的时候就会产生畏惧感。实际上学生如果从已经读懂的内容中看，会了解到一段文字往往统一于一个语境，学生能大致地了解语境，就能推测出自己不懂的词句。
比如教师引导学生学习《Star signs》时，引导学生阅读以下的文章：
Expedited shipping plus insurance to Guangzhou,China is estimated at $150,bringing the total to an estimated $1500.Please understand that this offer is subject to the final quote from our shipping partner and can not constitute a firm offer as yet.
Orders are filled and shipped the day after orders are received.Using the UPS order’s placement.For first-time customers we require payment in advance,either through and international wire bank transfer or a credit card payment over the telephone.We offer a 3% cash discount,a 6% discount on orders over $2000.Orders over USD$1500 are subject to negotiation.We offer discount for large orders on case-by-case basis.To discuss a large order,please call me at 49697881.
如果学生盯着自己看不懂的英语词汇看，就不太容易了解这段话的意思，然而如果学生能够根据自己已经学过的单词来看，就能够大致推测出这篇文章的内容是一篇信件，它谈到去往广州的价格、可以给予的优惠、优惠的幅度、自己的联系方式等几个方面的问题。学生如果推测到这个情境，就能理解自己不认识的单词应该为“商品”、“报价”等关键词。经过推测，学生就能理解到这篇文章谈的是一篇商务信函的报价信件。教师引导学生用语境分析的方法，学生就能够从已知推测到未知，通过推测的方法，学生能减少阅读的难度，学生在阅读时就不会感到茫然无头绪，让学生抓到阅读的目标也会提高学生学习的兴趣。
三、关联相关的逻辑
有些学生在阅读文章时，即使分析出语境，有时还是不能了解某些词句具体的意义，不能准确地推测不认识的单词，会让他们对自己阅读的效果没有把握。实际上一篇文章由于语境的原因和英语语法的要求，英语的对话方式是非常有逻辑的，学生往往可以从以上的段落推测到下一段落具体的意思。
比如教师在引导学生学习《Natural disasters》时，教师引导学生阅读一段资料：
A:Is that Bob speaking now?
B:Yes.Who is speaking ?
A:This is Tom!I am looking for you all the morning.Where are you?I have something urgent.
B:I am at the airport.I just come back to this city.What happened to you?What can I do for you?
A:My boss want you to improve the existing tube tooling lead time.He want 7 days to finish the tooling.
B:That is impossible!
A:Why Not？We get big ordersfrom our new customer last week!My boss like him and badly support his business!So we would expand the productive and production capacity of the lamps.
B:Congratulations!
A:So we need your tooling one week later.
B:I should discuss with my engineers about all details.
A:I can’t give you much time to have a meeting.Only 3 hours for your thinking.
B:Let me go to my office and will confirm to you around 19:00.
A:I am waiting for your action!
教师引导学生观察这一段对话，让学生观察到这段对话是非常有逻辑的，B的话全部都是紧扣A说的主题进行回复，A是针对B的回复再度进行展开，直到这段电话对话告一段落。那么学生只要看懂一段问话或者一段答话就能了解到前一句或者后一句的意思。当学生能够了解到这个逻辑时，就能读懂这段对话的内容：A向B催促交货的时间，要求对方在七天以内交货，B觉得不可能，但是愿意与相关的工程师商量，七点钟给予回复。A对自己的要求非常坚持，B思考下目前的情况最后答应A的要求，A很满意B的回复，给予B一个订单。学生如果能够注意到英语文章前后的逻辑，就能根据上下文的起承转合推测文章的内容。
一、关联相关的知识
学生在阅读一份资料时，特别是这份资料中有大量自己不认识的专有名词，在阅读时就会感觉很畏惧，学生觉得那么多自己不认识的内容出现，肯定不能读懂这篇文章。
比如教师在引导学生学习《A charity walk》时，教师引导学生阅读一段资料：
Thank you for your new order of Jan.30.It was processed and shipped immediately,as usual,Your business seems to be growing quickly.We are very pleased at your success and we appreciate your continued interest in our knives and kitchen supplies.
Due to the increased volume of your recent order,we ask that you send us a current balance sheet or operating statement.The latest one we have is dated AUG.12,2013.This is a routine credit procedure for our company when noticeably increased orders are placed.You have always been most cooperative in providing us with the financial information we need in order to promptly meet your requirements.Therefore,we have no hesitation in asking you for this data.
We want to emphasize that any financial information you provide is,as always,confidential and used only to our mutual benefit.Thank you for your attention to this matter.
学生发现虽然这段话的大致内容能看懂，可是依然有很多的单词不认识，学生看到陌生单词就存在畏惧的心理。教师可以让学生观察，这篇文章的内容是涉及到商业信息的，它谈到的内容为“订单”、“货款”、“财务”，这是商务信函中最常用的关键词。学生只要能够读懂这些词汇，日后再读类似的商务商函时，就会减少阅读的困难。学生学会关联的方法，就会愿意一个类别一个类别由浅入深地阅读英语文章。
二、关联相关的语境
学生在进行英语阅读时，有时会把关注的焦点放到自己不懂的英语单词上，却忽略了自己已经读懂的内容，由于学生只关注几个不懂的词汇，阅读的时候就会产生畏惧感。实际上学生如果从已经读懂的内容中看，会了解到一段文字往往统一于一个语境，学生能大致地了解语境，就能推测出自己不懂的词句。
比如教师引导学生学习《Star signs》时，引导学生阅读以下的文章：
Expedited shipping plus insurance to Guangzhou,China is estimated at $150,bringing the total to an estimated $1500.Please understand that this offer is subject to the final quote from our shipping partner and can not constitute a firm offer as yet.
Orders are filled and shipped the day after orders are received.Using the UPS order’s placement.For first-time customers we require payment in advance,either through and international wire bank transfer or a credit card payment over the telephone.We offer a 3% cash discount,a 6% discount on orders over $2000.Orders over USD$1500 are subject to negotiation.We offer discount for large orders on case-by-case basis.To discuss a large order,please call me at 49697881.
如果学生盯着自己看不懂的英语词汇看，就不太容易了解这段话的意思，然而如果学生能够根据自己已经学过的单词来看，就能够大致推测出这篇文章的内容是一篇信件，它谈到去往广州的价格、可以给予的优惠、优惠的幅度、自己的联系方式等几个方面的问题。学生如果推测到这个情境，就能理解自己不认识的单词应该为“商品”、“报价”等关键词。经过推测，学生就能理解到这篇文章谈的是一篇商务信函的报价信件。教师引导学生用语境分析的方法，学生就能够从已知推测到未知，通过推测的方法，学生能减少阅读的难度，学生在阅读时就不会感到茫然无头绪，让学生抓到阅读的目标也会提高学生学习的兴趣。
三、关联相关的逻辑
有些学生在阅读文章时，即使分析出语境，有时还是不能了解某些词句具体的意义，不能准确地推测不认识的单词，会让他们对自己阅读的效果没有把握。实际上一篇文章由于语境的原因和英语语法的要求，英语的对话方式是非常有逻辑的，学生往往可以从以上的段落推测到下一段落具体的意思。
比如教师在引导学生学习《Natural disasters》时，教师引导学生阅读一段资料：
A:Is that Bob speaking now?
B:Yes.Who is speaking ?
A:This is Tom!I am looking for you all the morning.Where are you?I have something urgent.
B:I am at the airport.I just come back to this city.What happened to you?What can I do for you?
A:My boss want you to improve the existing tube tooling lead time.He want 7 days to finish the tooling.
B:That is impossible!
A:Why Not？We get big ordersfrom our new customer last week!My boss like him and badly support his business!So we would expand the productive and production capacity of the lamps.
B:Congratulations!
A:So we need your tooling one week later.
B:I should discuss with my engineers about all details.
A:I can’t give you much time to have a meeting.Only 3 hours for your thinking.
B:Let me go to my office and will confirm to you around 19:00.
A:I am waiting for your action!
教师引导学生观察这一段对话，让学生观察到这段对话是非常有逻辑的，B的话全部都是紧扣A说的主题进行回复，A是针对B的回复再度进行展开，直到这段电话对话告一段落。那么学生只要看懂一段问话或者一段答话就能了解到前一句或者后一句的意思。当学生能够了解到这个逻辑时，就能读懂这段对话的内容：A向B催促交货的时间，要求对方在七天以内交货，B觉得不可能，但是愿意与相关的工程师商量，七点钟给予回复。A对自己的要求非常坚持，B思考下目前的情况最后答应A的要求，A很满意B的回复，给予B一个订单。学生如果能够注意到英语文章前后的逻辑，就能根据上下文的起承转合推测文章的内容。