Abstract
Many areas of education are undergoing changes in the way teaching and learning is perceived. Teacher-centered lecturing and structural-syllabus instruction are giving way to a more student-centered, hands-on, practical, and flexible approaches (Shank and Cleary, 1994). The field of second language teaching is no exception in this paradigm shift. One of the areas which came under this paradigm shift is the traditional Present-Practice-Produce method of teaching English. It has been replaced by Communicative Language Teaching. An offshoot of Communicative Language Teaching is Task-Based Teaching. This paper, as a point of departure, strongly argues that 'Task based teaching has an edge over other traditional methods of teaching' through the description of a project undertaken with a group of second language learners from a school in Bangalore, India, where the medium of instruction is Kannada. The project was based on the assumptions of Constructivism, Krashen's (i+1) Input Hypothesis and the concept of 'whole language'. Our project began with the hypothesis that task based teaching enhances the language proficiency of learners. As we could not do away with the use of textbook mandated by the school, the textbook was recreated into meaningful tasks which were introduced during the pre-task stage and the learners were actively involved in working through them. A discussion on the forms used by the learners while doing the tasks was found to be very fruitful. The paper reports in detail on the objectives of the project, the planning and implementation phase, the difficulties faced during the implementation of the plan, and the insights gained from this project.

1. Introduction
Every language teacher today realizes the importance and the relevance of the "student-centered, hands-on, practical and flexible approach" (Shank and Cleary, 1994), and the worldwide demand for Communicative Language Teaching which helps to understand the language in context and to use it effectively in situations outside the classroom. As a result, changes have been taking place in many areas of education. The field of second language teaching is no exception in this paradigm shift. But for ELT, it has become a challenge to accommodate the changes due to various reasons. The most important factor is that one can not ignore the practical aspect of every existing education system. For example, completing the syllabus using the prescribed text books, preparing students for examinations are part of many classroom realities. In spite of the honest intention of tailoring a needs-based flexible course, every teacher is required to function within a large, systematized, controlled education system. This is inevitable in large institutions as in India where the number of learners in a particular course could exceed several hundred. The entire machinery acquires a certain regimentation forced by the demands of time, place and funds. This paper argues that if a teacher is resourceful, s/he can still find ways to overcome the difficulties associated with the systematized and controlled education system in order to make learning more meaningful.

Section 2 below discusses some theoretical aspects that underpinned the feasibility of recreating the prescribed textbook as a series of meaningful tasks, and the outcome of task-based learning.

2. Theoretical background
A project was undertaken in Bangalore, India, to see how a shorter learning system could be embedded within the larger prevailing system and thereby make the best use of the situation. So it became necessary to see how the merits of different language learning frameworks like Communicative Language Learning, Task-Based Learning and Present- Practice-Produce(PPP), can be put together to achieve the best result.

As Joanne Pettis, quoting Henry Widdowson comments, "If you say you are eclectic but cannot state the principles of your eclecticism, you are not eclectic, merely confused." (Pettis, 2003). Roger Dunne from Universidad Veracruzana, Mexico rightly states, "In any event, most language teachers are probably influenced more by course books than by manuals and training courses and most popular course books are decidedly eclectic in their approach. It is probably these pragmatic market forces that will determine the future direction of language teaching in many parts of the world rather than a fight to death between academic fundamentalists" (Dunne, 2003). So it was found necessary to discuss the principles on the basis of which the project was developed.

2.1 Background information to the project
First of all, the kind of course books that are used internationally are different from the kind that was used in the class chosen for the project. The book focused only on reading and writing. Secondly, one aim was to show how the 'market forces' can be given a slight change of direction, and what appears like an handicap can be turned into an asset if the prescribed text was re-created into tasks. Because the units in the book were tapped to apply an eclectic approach, the presenters have decided to show how it is possible to make units in the prescribed text book tailor made for a specific class.

2.2. Supporting theories
The project was set within the dual framework of Communicative Language Teaching and Task-Based Learning. Theories of language use in context play important roles in Communicative Language Teaching and theories of language learning play important roles in Task-Based Learning. Hence, the merits of both were used in the project.

2.2.1 Communicative Language Teaching
Howatt (1984) distinguishes between the weak and the strong versions of Communicative Language Teaching. The weak version stresses the importance of providing learners with opportunities to use English for communicative purposes and therefore attempts to integrate communicative activities into the programme of language teaching. This is the version followed in most learning contexts, especially in Asian countries. As different from this, the stronger version of communicative language teaching claims that language can be acquired only through communication. This would mean that teaching involves not just "activating an existing knowledge of the language", but "stimulating the development of the language system itself" (Howatt, p. 279). However, whether it is the weak or the strong version, the proponents of Communicative Language Teaching have always viewed learning a second/foreign language as acquiring the linguistic means to perform different functions. Some principles of Communicative Language Teaching include:

1. Language should be a means to an end and the focus should be on meaning, not on the form.
2. The learner has to formulate and produce ideas, information, opinions and so on.
3. Teacher intervention to correct mistakes should be minimal as this distracts from communication.
(Richards and Rodgers, 1994)

2.2.2. Task Based Learning.
As David Nunan (1989) says, "Task based teaching and learning is teaching and learning a language by using language to accomplish open ended tasks. Learners are given a problem or objective to accomplish but are left with some freedom in approaching this problem or objective." A task is defined by David Nunan as "an activity (or technique) where students are urged to accomplish something or solve some problem using their language. Preferably, this activity is open-ended; there is no set way to accomplish their goal" (1989).

According to Jane Willis, a task is a goal-oriented activity with a clear purpose. Doing a communication task involves achieving an outcome, creating a final product that can be appreciated by others. Tasks can be used as the central component of a three-part framework: "pre-task", "task cycle", and "language focus." These components have been carefully designed to create four optimum conditions for language acquisition, and thus provide rich learning opportunities to suit different types of learners (Willis, 1996). Learners get exposure at the pre-task stage, and an opportunity to recall things they know. The task cycle gives them speaking and writing exposure with opportunities for students to learn from each other.

The task cycle also gives students opportunities to use whatever language they have, both in private (where mistakes, hesitations, and approximate renderings do not matter so long as the meaning is clear) and in public (where there is a built-in desire to strive for accuracy of form and meaning, so as not to lose face).

Motivation (short term) is provided mainly by the need to achieve the objectives of the task and to report back on it. Success in doing this can increase longer term motivation. Motivation to listen to fluent speakers doing the task is strong too, because in attempting the task, learners will notice gaps in their own language, and will listen carefully to hear how fluent speakers express themselves.

A focus on form is beneficial in two phases in the framework. The planning stage between the private task and the public report promotes close attention to language form. As learners strive for accuracy, they try to organize their reports clearly and check words and patterns they are not sure of. In the final component, language analysis activities also provide a focus on form through consciousness-raising processes. Learners notice and reflect on language features, recycle the task language, go back over the text or recording and investigate new items, and practise pronouncing useful phrases.

2.3. Constructivism
"There's no intellectual growth without some reconstruction, some reworking" (Dewey, 1938, p.64). The notion of constructivism was another base which indicates that all learning involves relearning, reorganization in one's prior representations of the world. So it was assumed that whatever English is learned in the earlier years by the students in the experimental group would also play a part. They will 'sort out the system that operates in the language with which they are presented' (Williams and Burden, 1997, p.13). Also, one of the assumptions of constructivism is 'contextualized learning'. As the main goal of the project was to exploit the mandated text book, contexts provided in various units of the book formed the background of the central task. One of the intentions in doing so was to demonstrate that a language teacher need not give up in a material driven or text book driven course.

2.4 Input Hypothesis
Krashen (1987) explains how successful "acquisition" occurs: by simply understanding input that is a little beyond the learner's present "level" - he defined that present "level" as i and the ideal level of input as i +1. There were two reasons why it was found necessary to take this hypothesis as one of the bases. First of all, after a few lessons the pattern of teaching can become predictable and hence boring. So it is necessary to set tasks at (i+1) level to keep them motivated. Secondly the linguistic experience of the students in the project group was found suitable to make the tasks challenging. The meaning focused tasks formed the centre of the learning activity. Except for very little incidental explanation of exceptional uses, students were left to understand and form their own grammatical principles and rules. Also according to N. S. Prabhu, students may learn more effectively when their minds are focused on the task, rather than on the language they are learning (Prabhu, 1987).

The constructivist view of language learning looks at student-centred learning as the concept of students doing more than the teacher and the cognitive view supports students' choice of what they will learn and how. Since the project had to work within the existing syllabus, students had no choice. But the tasks set were such that students had a lot to do. Effort was made to follow as many tenets as possible. By empowering them it was possible to get better participation in the tasks they were doing and it made them more motivated. Students also felt their efforts were better appreciated and respected in this system. It increased their confidence and hence their involvement in the whole process.

2.5. Whole language
The aim of the project included targeting all the skills and so the concept of 'whole language' was kept in mind. According to Altwerger, Edelsky and Flores (1987), 'Whole Language' is based on the following ideas:

Bergin and Lafave (1998) say, "Whole Language proponents assert that given choice and meaningful tasks in an appropriate environment, students will be motivated to read and write." With this in view, tasks which aim at the development of all the skills, were designed and were set in contexts or environments as close to the ones students are likely to find themselves in.

Whole Language emphasizes the importance of 'guidance' from the teacher and 'participation' in the learning process. This is based on Vygotsky's (1962) concept of 'zone of proximal development'. The group and pair work which were an essential prerequisite of the tasks in our project, was included to provide assistance at the 'Zone of proximal development' by both the peers and the teacher.

Bergin and Lafave (1998) say, "Cognitive psychology also endorses the ideas that language must be learned as a whole and taught as a whole." Also Goodman says, "Whole language identifies three phases in Language development, perceiving - in which the learner through listening and reading attends to certain aspects of experience, ideating - through which the learner reflects on the experience, and presenting - in which the student expresses new knowledge through speaking and writing (1986)". With these phases in mind the tasks were designed to guide the students along the entire teaching and learning process. As the project progressed students could see the difference between the traditional classroom situations in which they had learned English in the earlier years and found how in their present learning situation meaning occupied an important place. Steve Graham and Harris (1994) drew a distinction between the traditional classroom and the Whole Language classroom.

The system of education in which the project was run, believes in teacher-centred learning. But as other bases of the project were using Communicative Language Teaching method and focusing on the Whole Language, the project shifted the responsibility of learning onto the students. The teachers were facilitators of learning and not presenters of information. Lea et al. (2003, p. 322) give the following tenets of the students-centred learning.

With the support of these theories of teaching and learning, the project was designed and carried out to see what positive results accrue if more learner participation is ensured through using tasks in teaching English as a Second Language. The details of the project and the insights gained through this project will be discussed in the following section.

3. The Project
Taking into consideration the concept of 'whole language', principles of communicative approach to language teaching, and the principles of the task-based teaching/learning, a teaching project was undertaken to teach a set of students from class 1X .

3.1. The rationale
The rationale behind this project was that, the methodology adopted in the class room will play a major role in enhancing learning, despite the materials prescribed for teaching.

3.2. The School
When the investigators approached the school authorities of six schools in Bangalore, the administration of 'The Basaveshwara Boys High School' Rajaji Nagar, Bangalore had permitted the investigators to teach class lX students between 2pm and 4pm, five days a week, for 4 months.

The school is run by the management of 'The Basaveshwara Education Society' with aid from the Government of Karnataka. The school offers education from classes 1 to X in both English and the medium of Kannada to more than 2000 students. There were 53 teachers working in this school and they were teaching various core subjects like mathematics, science and languages like English, Hindi and Kannada.

3.3. The English Teachers
Out of the 53 teachers, 11 teachers taught English as a Second Language for classes V to X. These teachers are graduates/post graduates with B.Ed training. Their teaching experience varied from one year to eighteen years.

3.4. The Learners
The investigators had an informal discussion with the students of the experimental group. They were, however, scared to speak in English as they never got opportunities to speak in English. A questionnaire was also designed and administered to find out more information about the learners and their level of English (Appendix-1).

Out of the 31 students, parents of 12 students were educated and employed, four were businessmen, 11 were farmers, and two attenders, one electrician and one was employed in a private factory. Kannada is the first language of 28 students. One student was from Andhra Pradesh (Telugu as first language) and two from Maharashtra (Marathi as their first language). Most of them subscribe to a Kannada newspaper and 18 students do general reading in Kannada. One boy reads story books in English, and the English newspaper 'The Asian Age'. Only three students listen to news in English and watch English programmes on television.

3.5. Hypotheses
Based on the findings of the informal discussions and the questionnaire, the following hypotheses were formed:
1. Task-based teaching enhances the language proficiency of learners
2. Tasks encourage learners to participate more in the learning processes

To test these hypotheses, it was decided to take up task-based teaching for class lX students at The Basaveshwara Boys High School, Bangalore.

3.6. Pre-project preparation
Before starting the project, a lot of preparation in terms of analysing the existing materials for teaching English, looking at some definitions of a task, and how to analyze a task and so on, was carried out by the investigators.

3. 6.1. Materials
Before taking up this project, the investigators analysed the materials used for teaching English for classes Vlll, lX, and X. The text books contained 10 units (for reading and writing) and 6 poems. It was found that class lX reader was inappropriate in many respects. For example, reading passages were too long and loaded with difficult vocabulary. And grammar was given very little importance. Not many examples or activities were provided. Therefore, it was decided to recreate the prescribed textbook materials into meaningful tasks and provide ample opportunities for maximum learner participation.

3.6.2 Tasks
After deciding the use of task based teaching methodology, the definition of a task and the components of a task were examined.

3.6.2.1 Definitions
'An activity which required learners to arrive at an outcome from given information through some process of thought, and which allowed teachers to control and regulate that process, was considered a task' (Prabhu, 1987). 'An activity or action which is carried out as the result of processing or understanding language, i.e., as a response' (Dictionary of Applied Linguistics).

3.6.2.2 Components of a Task
Tasks contain some form of 'input' which may be verbal (a dialogue/role play/reading) or, nonverbal (pictures/a gesture) followed by an activity which is in some way derived from the input. This activity sets out what learners need to do in relation to the input. Tasks have also goals and roles for both teachers and learners.

Components of a 'Task' (Nunan: 1989)

From the above diagram, a task can be viewed as a piece of meaning focused work, involving learners in comprehending, producing and/or interacting in the target language.

Before taking up the task of converting the textual content into various tasks, the following points were noted and kept in mind by the investigators:

3.7. The design of the project
Before the actual teaching began, a meeting was arranged in which teachers and the two investigators exchanged information about the existing methods of teaching in this school, the different sections, students in each section and to some extent their background information.

3.7.1 The Subjects
The school had four sections of students studying in class lX. The medium of instruction for students of sections A and B was English and for sections C and D it was Kannada. It was presumed that the academic standards of students of section C were low when compared to students of section D. So the teachers expressed their wish to extend help to students of section C through this project. Thus section C became the experimental group with 31 boys, all of whom had voluntarily participated in the study.

3.7.2 Pre-test
To ascertain the linguistic level of the students, a pre-test was designed and administered. A brief introduction to the nature of the test was given a day prior to the test. All instructions were given in English and were also translated, orally, into Kannada. The data obtained through this pre-test were analysed for preparing tasks and activities (to follow i+1 hypothesis).

3.7.3 Methodology
Six units of the prescribed text book were represented as a series of tasks. Care was taken to accommodate all the four basic skills of language learning in these tasks (Appendix 2). In addition to the two investigators teaching on this project, two teachers of English from the school were encouraged to work on this project. They used to sit in the classes and observe, take notes in a diary, reflect and discuss with the investigators. They also assisted us in preparing, typing and photocopying work sheets and so on. Input was introduced and discussed during the pre-task stage. Students were told what they should do while working on tasks. During the post-task session, tasks were discussed and feedback was given by the teachers. To begin with, students were put into groups to work. Then they worked in pairs. Finally tasks were set for individual work. Whereever necessary, students were asked to repeat some of the tasks.

3.7.3.1 An example
Unit 1
Day 1
To introduce the concept of 'Swayamvara', a passage was written. It was used for listening task.
Pre-task: what is swayamvara? (Students discussed with peers and gave some answers)
Who could announce swayamvara? Is it still practised? Is it a good idea? Why /Why not?
Task 1: Your teacher will read out a passage. Listen to the passage carefully and complete the blanks (Blank completion worksheet was given to students).
Task 2: Your teacher will read the passage again. This time listen to the passage carefully and choose the correct answer and circle it (Worksheet based on multiple choices).
Post-task: Discussed the concept of swayamvara, and introduced some vocabulary.
Role-play: Five role play cards were prepared and a lot of information about each role was provided in each card.
Pre-task: Each role was introduced and some time was given to students to think about these roles. Then volunteers were given the role play cards to process the information.
Task: Students enacted their roles, the rest of the class listened to them.
Post-task: A number of questions were asked about these roles and the teacher and some students together answered the questions.

Some information from the reading passage was taken from the prescribed text, and based on the information the listening tasks were designed. Then, the remaining information from the prescribed text was re-written in the form of a monologue and each monologue was assigned a role. These monologues were used for speaking activities.

Day 2
A dialogue:
The remaining information of the first unit from the prescribed book was re-written in the form of a dialogue.
Pre-task: The speakers in the dialogue were introduced and a part of their conversation was also explained.
Task: Two students came forward to participate in the task and the rest of the class took notes and after the dialogue, the whole class answered some comprehension questions.
Post-task: The structures used in the dialogue were explained and students were given a worksheet to do. The worksheet was based on 'IF' clause type one.

Day 3
Students were asked to bring their prescribed text book to the class. They were put into six groups of five tudents.
Pre-task: Each group was asked to read 3 paragraphs, identify 10 new words they learnt, and summarise the information, and report it to the whole class
Task: Students read the assigned paragraphs. They did not encounter difficulties with the theme or the vocabulary in the paragraphs, as they were introduced through various tasks in the previous two days.
Post task: Students introduced the vocabulary and also reported the summary.

Day 4
Text-based exercises
Pre-task: Students were put into two groups. They were told what they should do.
Task: Group A asked the comprehension questions given in the text. Group B answered the questions without using the text.
Group B was given ten statements and they read them out. Group A said whether these statements were right or wrong and also correct the wrong statements
Post-task: Students did the writing exercises given in the book (as required for the end of year examination).

Day 5
Language games- Vocabulary games and grammar games.

3.7.4. Findings
The pre-test scores revealed that most of the students had average proficiency in English and that they were particularly weak in speaking and writing (productive skills). The final test was administered on both the experimental and the control groups on the same day, at the same time under similar conditions. In the experimental group, 12 out of 28 students got 10+ marks more than what they got in their pre-test. Thirteen students received 1 to 9 marks more than what they got in their pre-test. One student had no change in his scores. Out of 28 students only 2 got below 35% as against 9 in the pre-test.

The means of the final test scores of the two groups were computed to measure the difference in their performance.

There was a difference in the means of the two groups. All other factors being common, the task-based teaching was the only variable. Therefore, the difference in means is due to the treatment given to the experimental group.

3.7.4.1 Observations made during the project
The following observations were made during the project period:

3.7.5 Insights and suggestions
Though it consumed a lot of time, the investigators felt that it was quite a rewarding experience as they gained useful insights by working through the project.

3.7.5.1 Insights

3.7.5.2 Suggestions
Teacher trainers at both, pre-service and in-service training level are called on to impress upon the trainees, the need for training in designing tasks to make teaching more effective.

3.7.6. Difficulties faced during the project
First of all, the time given for the project was only four months, so the tasks were based only on the textual content and the tasks based on non-textual content could not be designed and tried out. Secondly, parents of the students in the experimental group had to be convinced that the tasks/activities were all based on the prescribed textbook and that all their children were well prepared to take the final exam.

3.8 What next?
If the number of the prescribed units are reduced at all levels, and teachers are given incentives for re-designing the content into meaningful tasks, in addition to preparing some non-text based tasks, then more effective teaching/learning can take place. Therefore, we call upon all teachers of English to re-create texts into tasks of various types, use them, and provide feedback to the teaching community.

References
Altwerger, B., Edelsky, C., & Fores, M. (1987). Whole language: what's new? The Reading Teacher, 41, 144-154, EJ.

Bergin, D.A. & Lafave, C. (1998). Continuities between motivation research and whole language philosophy of instruction. Journal of Literacy Research, September, 1998.

Dewey, J. (1938/1997). Experience and education. New York: Simon and Schuster.

Dunne, R. (2003). A question of definitions: An investigation through the definitions and practices of communicative and task based approaches. In TESL-EJ, 7(3).

Graham, Steve & Harris, K. (1994). The effects of whole language on children's writing: A review of literature. Educational psychologist, 29, 187-192

Goodman, K. (1986). What's whole in whole language? Portsmouth, NH: Heinemann

Howatt, A.P.R. (1984). A history of English language teaching. Oxford: Oxford University Press.

Krashen, Stephen, D. (1987). Principles and practice in second language acquisition. Prentice Hall International.

Lea et. al. (2003). Higher education students' attitudes to student-centred learning: Beyond 'education bulimia'. Studies in Higher education, 28(3), 321-324.

Nunan, D. (1989). Designing tasks for communicative class room. Cambridge: Cambridge University Press

Nunan, D. (1998). The learner centred curriculum. London: Cambridge University Press

Prabhu, N. S. (1987). Second language pedagogy. Oxford: Oxford University Press.

Pettis, J. (2003). A question of definitions: An investigation through the definitions and practices of communicative and task based approaches. In TESL-EJ, 7(3).

Richards, J.C. & Rodgers, T.S. (1994). Approaches and methods in language teaching: A description and analysis. Cambridge: Cambridge University Press

Shank, R. C. & Cleary, C. (1994). Engines for education. Hillsdale, NJ: Lawrence Erlbaum.

Vygotsky, L.S. (1962). Thought and language. Cambridge, M.A.: MIT press

Willis, J. (1996). A frame work for task-based learning. Harlow, UK: Longman, Addison-Wesley

Williams, M. and Burden, R.L. (1997). Psychology for language teachers: A social constructivist approach. New York: Cambridge University Press.

Appendices

1. Questionnaire
Dear Student,
I am your new English Teacher. I would like to know about you. So please fill in the information.

1. Your Name

Class

School

Languages you learn in the school

2.Qualification of your parents

Father

Mother

Others (Brother / Sister if any)

3. Occupation of your parents

Father

Mother

4. Your Address

5. Language you speak at home.

6. Newspapers you get at home.

7. Newspaper / Magazines / Story Books you read in English.

8. Help you get from your parents (tick the right choice)

(a) a lot of help (b) minimum help (c).no help

9. Language you use while talking to your friends

a. In school

b. Outside school hours.

10. Do you want to improve your English? Yes / No

11. Give at least 2 reasons why you want to improve your English?

12. What do you want to do to improve your English?

13. Do you listen to news in English? Yes / No

14. Do you watch English programs on TV? Yes / No

15. Do you use a Dictionary when necessary? Yes / No

Thank you dear student for providing this information
I. MEENA LOCHANA (Project Coordinator)

2. Sample tasks
LISTENING TASK

Your teacher will read the Passage aloud. Listen to the passage carefully, and say whether the following statements are true (T) or false (F)

1. King Shantanu was not happy to see his son grow to manhood.
2. Bhishma was very intelligent.
3. Bhishma was dark in complexion.
4. Bhishma married Sathyavathy.
5. Sathyavathy became the queen of Hastinapura.
6. Bhishma did not care to become a king.
7. Bhishma wanted to make their race strong.
8. Shantanu got a gift from his son.
9. Bhishma can die, whenever he wants to die.
10. Bhishma also got a gift from his Father.

3. Speaking task
Role play (Text based) Unit - I

2.

5 sets of role play cards are prepared.

15 students will take the roles and speak about their roles.

4. Writing tasks
1. Class will be divided into two groups.
Group A
Ask questions from the cards.

12 questions

Group B
Answer the questions with out looking into the text

12 answers

Reverse the roles.
Group B Ask questions
Group A
Answers

(Answers are corrected.)

Students write the answers.

5. Reading tasks
Students are given short story books to read. They were given two days time to read.
After 2 days, a story telling session was arranged and students narrated the stories they had read.
Some students narrated only half of the story, and others were asked to guess the ending and complete the story.
(story telling sessions were very well received by the group and a lot of language was generated besides developing the skills and sub-skills of reading and speaking)
6. Grammar task.

STORY
Read the story.
Ramesappa is a young farmer. He never attended any school. He has a poultry farm. He has great hopes to become very rich. One day he was going to the market with a basket full of eggs. He was dreaming like this.

'If I sell these eggs, I will get a lot of money. If I get a lot of money, I will buy a beautiful house. If I have a beautiful house, I can buy good clothes, I will look handsome. If I look handsome, a beautiful princess will love me. If a princess loves me, I will marry her. If I marry a princess, I will become a prince. If I become a prince, I will be going in a car. If I go in a car, I will drive like this dash!! he removed his hands from the basket! And what happened? The basket fell down and all the eggs were smashed.
What is the moral of the story?

If I sell these eggs, I will get a lot of money.

Underline all the verbs.

Look at the 'if' sentences.

Look at the resultant sentences.

Students are put into pairs. One asks the questions and the other answer.

If you meet Dr. Rajkumar, what will you ask him?

If you get Rs. 100/-, what will you buy?

If you get a first class, what will your father give you?

If you become a doctor, what will you do?

If you go to Mysore, what will you see?

If you meet Sachin Tendulkar, what will you ask him?