. This engages students and provides a model for the text features of that specific genre.
上面是一年级小朋友写的剧本。在体裁式学习的读写单元，学生们在语法、标点、词汇、拼写等多个方面都得到指导和练习，而这一切都在上下文语境中进行。
Story-based literacy unit will culminate in a form of summative assessment.
Summative assessments could come in a variety of forms, such as, an independent piece of writing, oral presentation, project, quizzes, tests or another form that demonstrates a student’s understanding of the linked objectives covered by that unit.
最终对学习成果的测评，将以“终结性评价”（summative assessment）的形式呈现。“终结性评价”的形式多样，比如：独立的写作、口头陈述、项目实施、测验考试……等等可以表明学生对学习目标理解程度的形式。通过这样的测评，就可以看到学生对该单元所涵盖的相关目标达到了多大程度上的理解。
The degree of success in these summative assessments provides teachers with feedback as to which objectives were achieved and which objectives need to be revisited in future units.
在“终结性评价”中，学生获得的级别将帮助教师了解：这位学生的学习中已经实现了哪些目标，以及未来还要在哪些目标上进行巩固。
These are works of instruction texts from G2. Prior to producing an independent piece of writing, the features of the key text are modeled and students are guided through the process of writing according to the genre.
这是二年级孩子写的“操作指南”。通过理解并模仿“范本”，孩子们在老师的引导下，找到该体裁的主要特点并进行模仿式的创新，来生成自己独立的作品。
以下是北京赫德一年级小同学在英文课堂上自主创作的剧本：《狐狸与鹅》，孩子们心目中的动物善良、智慧、不计前嫌。这样的创作背后，是一整套体系化的英文教学理念。
The Fox and The Goose
Character: Fox, Owl, Goose, Lion
-- by Jacob, G1
Story teller 1: Once upon a time, there was a fox and a goose.
Fox: I want to eat the goose.
Goose: I don't want fox to eat me!
Lion:I don't want the fox to eat you! Let's come up with an idea.
Story teller 2: So the lion, goose, and owl came up with a plan to trap the fox.
Fox:help! help! help!
Story teller 3: the fox was trapped, no one would help him because the fox might eat the goose.
Fox: Owl, can you help me?
Owl: No.
Fox: Lion, can you help me?
Lion: No, I can't.
Story teller 4: If no one helps him, he will die!
Goose walks by...
Fox:Goose, can you help me？
Story teller 5：Goose helped fox get out.
Moral lesson: If you wanna eat another animal, no one can help you!
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