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This research paper presents a classroom research model carried out through the handout distribution and group-discussion technique. It determines the efficacy and usefulness of task-oriented, in-class interactive exercise in a large class. Today one sees unending emphasis of an almost entire bulk of modern research on the learner-centered approach as the most useful of its kind. Motivated by this ever-increasing emphasis, we also attempted to give this approach a try in the large classroom situations and we found it extremely productive in the context of the depth of students’ interest in it and the consequent benefit and pleasure they derived from the activity while they accomplished the task which was otherwise something rare to happen in a large class.