Task-based learning activity with Claude AI

Students prepare and perform a phone call in the target language to their housing company to report a leaking water pipe - practising real-world communication for everyday life needs.

Τομέας(-είς) ικανοτήτων DigCompEdu

Teaching & learning, Empowering learners

Χρόνος

Preparation time 20 minutes

Implementation time 60 minutes

Επίπεδο Εξέλιξης Εκπαιδευτικού

Πρωτοπόρος

Ομάδες-στόχοι

Language learners

Ελάχιστο επίπεδο ψηφιακών δεξιοτήτων των μαθητών

Advanced

Ελάχιστο επίπεδο γλωσσομάθειας του μαθητή

A1

🎓 Μαθησιακοί Στόχοι

Students will be able to…

  • Open, sustain, and close a formal phone call in the target language
  • Describe a household problem using relevant vocabulary
  • Use modal verbs to express urgency and negotiate a repair timeline
  • Apply target language telephone conventions and polite repair strategies

Ingredients

Utensils

  • Computer or tablet with internet access (teacher)
  • Claude.ai account (free version is sufficient)
  • Word processor or Google Docs to format and print materials
  • Printer (optional – materials can also be shared digitally)
  • Student devices with Claude.ai access (optional, for extension activity)

🥣 Προετοιμασία – Πριν από την υλοποίηση

🔥 Βήματα υλοποίησης

  • Warm-up & vocabulary activation (10 min) – Ask students: “Have you ever had to report a problem at home? What was difficult?” Elicit key vocabulary on the board and distribute the phrase bank.
  • Model text (10 min) – 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.
  • Task – Role-play the phone call (20 min) – 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 – note language use for the next phase.
  • Report (10 min) – Each pair reports to the class: What was agreed? When is the repair? What was hardest to say? Groups compare outcomes.
  • Language focus (10 min) – 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.
  • Tip: You can ask Claude to generate follow-up variations – e.g. “The repair team didn’t show up. Call back to complain.” – to extend the task in future lessons.

🧂 Διαφοροποίηση και Συμπερίληψη

  • For mixed-level classes: Ask Claude to generate the same role cards at A2 and B1 levels simultaneously
  • For lower-confidence students: Allow a written script rehearsal before the spoken task
  • For advanced students: Ask Claude to add a complication (the rep is unhelpful; a follow-up call is needed)

🍴 Assessment & Feedback

Criterion Excellent Good Needs Work
Task Completion — problem reported and outcome agreed Problem clearly reported; outcome (repair time, next steps) fully agreed and communicated. Problem reported; outcome partially agreed; some gaps in communication. Problem not clearly reported or outcome not reached; significant communication breakdown.
Vocabulary Use — housing and repair terms used appropriately Uses 80%+ of target vocabulary accurately and naturally in context. Uses 50–79% of target vocabulary; some errors but meaning preserved. Uses fewer than 50% of target vocabulary; frequent errors impede meaning.
Interactional Strategies — manages breakdowns, asks for clarification Confidently asks for repetition, clarification, and confirmation; recovers from breakdowns smoothly. Attempts clarification strategies; some hesitation but generally manages breakdowns. Rarely uses clarification strategies; communication breaks down without recovery.

⚠️ Ethics, Privacy & Safeguarding

  • No student personal data is entered into Claude when generating lesson materials
  • All generated content should be reviewed by the teacher before distribution
  • Verify that school or programme policy permits use of AI-generated educational materials
  • Review generated dialogues for cultural sensitivity — scenarios should reflect diverse tenant situations
  • Be transparent with students about the role of AI in creating the materials where appropriate

🍱 Extensions / Follow‑Ups

  • Students re-do the call using Claude.ai as the housing rep: “You are a Swedish housing company representative. Speak only Swedish at B1 level. Correct my grammar gently after each turn.”
  • Write a follow-up email to the housing company summarising the problem and agreed repair date
  • Civics / samhällskunskap – tenant rights in Sweden, how bostadsföretag work
  • Digital literacy – how to use online felanmälan portals (e.g. Mitt Boende, Riksbyggen app)

🔗 Cross‑Subject Link

  • Civics / samhällskunskap – tenant rights in Sweden, how bostadsföretag work
  • Digital literacy – how to use online felanmälan portals (e.g. Mitt Boende, Riksbyggen app)

References & Resources

Claude.ai — AI tool for generating all lesson materials (claude.ai)

CEFR Level Descriptors — Guidelines for language proficiency levels (coe.int)

Willis, J. (1996). A Framework for Task-Based Learning — Addison Wesley Longman

Skolverket — SFI curriculum and level descriptors (skolverket.se)

Anthropic Claude Usage Policies — (anthropic.com/legal/usage-policy)