. This engages students and provides a model for the text features of that specific genre.
上面是一年級小朋友寫的劇本。在體裁式學習的讀寫單元，學生們在語法、標點、詞彙、拼寫等多個方面都得到指導和練習，而這一切都在上下文語境中進行。
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.
最終對學習成果的測評，將以“終結性評價”（summative assessment）的形式呈現。“終結性評價”的形式多樣，比如：獨立的寫作、口頭陳述、項目實施、測驗考試……等等可以表明學生對學習目標理解程度的形式。通過這樣的測評，就可以看到學生對該單元所涵蓋的相關目標達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“終結性評價”中，學生獲得的級別將幫助教師瞭解：這位學生的學習中已經實現了哪些目標，以及未來還要在哪些目標上進行鞏固。
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.
這是二年級孩子寫的“操作指南”。通過理解並模仿“範本”，孩子們在老師的引導下，找到該體裁的主要特點並進行模仿式的創新，來生成自己獨立的作品。
以下是北京赫德一年級小同學在英文課堂上自主創作的劇本：《狐狸與鵝》，孩子們心目中的動物善良、智慧、不計前嫌。這樣的創作背後，是一整套體系化的英文教學理念。
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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