{"id":898,"date":"2026-06-23T16:04:21","date_gmt":"2026-06-23T16:04:21","guid":{"rendered":"https:\/\/www.aicookbook.eu\/recipe\/task-based-learning-activity-with-claude-ai\/"},"modified":"2026-06-23T16:04:21","modified_gmt":"2026-06-23T16:04:21","slug":"task-based-learning-activity-with-claude-ai","status":"publish","type":"recipe","link":"https:\/\/www.aicookbook.eu\/da\/recipe\/task-based-learning-activity-with-claude-ai\/","title":{"rendered":"Task-based learning activity with Claude AI"},"content":{"rendered":"<p>Students prepare and perform a phone call in the target language to their housing company to report a leaking water pipe &#8211; practising real-world communication for everyday life needs.<\/p>\n<h2>Learning Objectives<\/h2>\n<ul>\n<li>Students will be able to&#8230;<\/li>\n<li>Open, sustain, and close a formal phone call in the target language<\/li>\n<li>Describe a household problem using relevant vocabulary<\/li>\n<li>Use modal verbs to express urgency and negotiate a repair timeline<\/li>\n<li>Apply target language telephone conventions and polite repair strategies<\/li>\n<\/ul>\n<h2>Utensils<\/h2>\n<p>Computer or tablet with internet access (teacher)<\/p>\n<p>Claude.ai account (free version is sufficient)<\/p>\n<p>Word processor or Google Docs to format and print materials<\/p>\n<p>Printer (optional &#8211; materials can also be shared digitally)<\/p>\n<p>Student devices with Claude.ai access (optional, for extension activity)<\/p>\n<h2>Implementation Steps<\/h2>\n<ul>\n<li>Warm-up &amp; vocabulary activation (10 min) &#8211; Ask students: \u201cHave you ever had to report a problem at home? What was difficult?\u201d Elicit key vocabulary on the board and distribute the phrase bank.<\/li>\n<li>Model text (10 min) &#8211; Students read (or listen to) the Claude-generated dialogue. They answer comprehension questions and complete the gap-fill in pairs. Brief whole-class feedback follows.<\/li>\n<li>Task &#8211; Role-play the phone call (20 min) &#8211; Pairs receive their role cards. Student A plays the tenant, Student B the housing rep. They conduct the call (back-to-back for realism). Roles are then swapped. Do not interrupt or correct during the task &#8211; note language use for the next phase.<\/li>\n<li>Report (10 min) &#8211; Each pair reports to the class: What was agreed? When is the repair? What was hardest to say? Groups compare outcomes.<\/li>\n<li>Language focus (10 min) &#8211; Share anonymised examples of language from the task. Focus on 2-3 forms (e.g. modal verbs, polite requests). Students complete the grammar activity. Review the telephone conventions checklist together.<\/li>\n<li>Tip: You can ask Claude to generate follow-up variations &#8211; e.g. \u201cThe repair team didn\u2019t show up. Call back to complain.\u201d &#8211; to extend the task in future lessons.<\/li>\n<\/ul>\n<h2>Differentiation &amp; Inclusion<\/h2>\n<ul>\n<li>For mixed-level classes: Ask Claude to generate the same role cards at A2 and B1 levels simultaneously<\/li>\n<li>For lower-confidence students: Allow a written script rehearsal before the spoken task<\/li>\n<li>For advanced students: Ask Claude to add a complication (the rep is unhelpful; a follow-up call is needed)<\/li>\n<\/ul>\n<h2>Assessment &amp; Feedback<\/h2>\n<table>\n<tr>\n<th>Criterion<\/th>\n<th>Excellent<\/th>\n<th>Good<\/th>\n<th>Needs Work<\/th>\n<\/tr>\n<tr>\n<td>Task Completion &#8211; problem reported and outcome agreed<\/td>\n<td>Problem clearly reported; outcome (repair time, next steps) fully agreed and communicated.<\/td>\n<td>Problem reported; outcome partially agreed; some gaps in communication.<\/td>\n<td>Problem not clearly reported or outcome not reached; significant communication breakdown.<\/td>\n<\/tr>\n<tr>\n<td>Vocabulary Use &#8211; housing and repair terms used appropriately<\/td>\n<td>Uses 80%+ of target vocabulary accurately and naturally in context.<\/td>\n<td>Uses 50-79% of target vocabulary; some errors but meaning preserved.<\/td>\n<td>Uses fewer than 50% of target vocabulary; frequent errors impede meaning.<\/td>\n<\/tr>\n<tr>\n<td>Interactional Strategies &#8211; manages breakdowns, asks for clarification<\/td>\n<td>Confidently asks for repetition, clarification, and confirmation; recovers from breakdowns smoothly.<\/td>\n<td>Attempts clarification strategies; some hesitation but generally manages breakdowns.<\/td>\n<td>Rarely uses clarification strategies; communication breaks down without recovery.<\/td>\n<\/tr>\n<tr>\n<td>Register &amp; Politeness &#8211; appropriate formal phone tone<\/td>\n<td>Consistently uses appropriate formal register and polite expressions throughout.<\/td>\n<td>Mostly appropriate register; occasional informality or missing politeness markers.<\/td>\n<td>Register frequently inappropriate; politeness conventions largely absent.<\/td>\n<\/tr>\n<\/table>\n<h2>Extensions \/ Follow-Ups<\/h2>\n<ul>\n<li>Students re-do the call using Claude.ai as the housing rep: \u201cYou are a Swedish housing company representative. Speak only Swedish at B1 level. Correct my grammar gently after each turn.\u201d<\/li>\n<li>Write a follow-up email to the housing company summarising the problem and agreed repair date<\/li>\n<li>Civics \/ samh\u00e4llskunskap &#8211; tenant rights in Sweden, how bostadsf\u00f6retag work<\/li>\n<li>Digital literacy &#8211; how to use online felanm\u00e4lan portals (e.g. Mitt Boende, Riksbyggen app)<\/li>\n<\/ul>\n<h2>Cross-Subject Links<\/h2>\n<ul>\n<li>Civics \/ samh\u00e4llskunskap &#8211; tenant rights in Sweden, how bostadsf\u00f6retag work<\/li>\n<li>Digital literacy &#8211; how to use online felanm\u00e4lan portals (e.g. Mitt Boende, Riksbyggen app)<\/li>\n<\/ul>\n<h2>References &amp; Resources<\/h2>\n<p>Claude.ai &#8211; AI tool for generating all lesson materials (claude.ai)<\/p>\n<p>CEFR Level Descriptors &#8211; Guidelines for language proficiency levels (coe.int)<\/p>\n<p>Willis, J. (1996). A Framework for Task-Based Learning &#8211; Addison Wesley Longman<\/p>\n<p>Skolverket &#8211; SFI curriculum and level descriptors (skolverket.se)<\/p>\n<p>Anthropic Claude Usage Policies &#8211; (anthropic.com\/legal\/usage-policy)<\/p>","protected":false},"excerpt":{"rendered":"<p>Students prepare and perform a phone call in the target language to their housing company to report a leaking water pipe &#8211; practising real-world communication for everyday life needs.<\/p>","protected":false},"featured_media":0,"template":"","meta":{"_acf_changed":false},"class_list":["post-898","recipe","type-recipe","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/www.aicookbook.eu\/da\/wp-json\/wp\/v2\/recipe\/898","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.aicookbook.eu\/da\/wp-json\/wp\/v2\/recipe"}],"about":[{"href":"https:\/\/www.aicookbook.eu\/da\/wp-json\/wp\/v2\/types\/recipe"}],"wp:attachment":[{"href":"https:\/\/www.aicookbook.eu\/da\/wp-json\/wp\/v2\/media?parent=898"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}