The Original Communicative English
A PRESENTATION on the
scientific solution of problems
non-English speaking countries
By Xavier Institute of Management,
building, Azad road, Kaloor,
The hard reality of the present scenario
We shall introduce to you a very rare philologist who alone has the solid solution for this shameful tragedy, affecting the whole world. He has made the greatest invention in language teaching, using which he has been making such ‘rejected postgraduates’ speak fluent English within a few days or a few weeks. The philologist will expose to the world the terrible blunder committed by the British people that has been mainly responsible for bringing about the present pitiful scenario globally. He will also reveal to you hundreds of shocking and horrifying but as well thrilling facts out of his 48 years’ personal research at home as a hobby. He will also disclose the actual reason for the graduates and postgraduates failing to handle the English language even after a costly two-year or four-year Communicative English course organized by most of our universities.
Meet Mr. Jacob Nettikkadan who has converted the English learning into a great pleasure and a fun through his invention made in 1978, which guarantees communication skill in a short period and scholarly knowledge free from confusion and doubts.
Also please meet Mr. Sunny Vazhappilly, a reputed trainer in Kerala. Mr. Sunny Vazhappilly will interview Mr. Jacob Nettikkadan in front of you and prove how our postgraduates can convert their 20 year old failure in the educational field into a wonderful and exciting success within a short period.
Mr. Sunny : Sir, could we know what terrible blunder did the British people commit which has sunk the rest of the world into a miserable failure to handle English ?
J.N. : When the British people wanted to introduce
English teaching in
According to the prevailing teaching system, both the teachers in India and Great Britain teach students first to read and write A, B, C, D (i.e. alphabet); then words like c,a,t cat; r,a,t rat; m,a,t mat etc. After that students are expected to read English books. The English children understand much of what they read, because they get the basic knowledge in English from home, before going to school. But when the Indian students read English books, they do not understand anything, because they have never got the basic knowledge of English either from home or in school.
Mr. Sunny : “I have not heard anybody telling such a reason so far. It is new to me. Is there any other reason to support your allegation ?
J.N. : The follow-up action of the British was another mistake which made things worse; an insult to the injury.
Mr. Sunny : What was the mistake in that follow up action ?
J. N. : When the first attempt ended up in a total failure like this, the teachers here took an alternative step. They showed a Grammar book and told the children: “Don’t worry if you have not understood what you read from the English books. Here is a Grammar book; study it. Regard it as your saviour. Your problem will be over”. Rationally and logically, a Grammar book should solve the problem. But unfortunately, the English people’s Grammar book could not solve our problem, because it was not prepared as per the definition of the word “grammar” in the dictionary. It did not give rules for making sentences in English. Actually, the British children did not need it.
Mr. Sunny : Then, what was that book for ?
J. N. : That book was only meant to make the
British children correct mistakes in their sentences. So, It gives some
selected types of sentences in English and explains the correct use of certain
words or expressions in those sentences. This will be very useful to the
British children. It will help them to
realize which sentence is correct and which is wrong, because they already know
how to make sentences in English. But the Indian students had no knowledge with
them to be corrected, because they did not learn to make sentences in English
at home or in school. So, that Grammar
book became only a study burden for them. Therefore, the failure of the Indian
students continued without any remedy. Thus
in fact, we cannot blame the postgraduates in
greatest pity is that not a single British scholar knew this fact for over
Their counterparts in
Mr. Sunny : Could you please tell what solution have you found out for this ?
J. N. : Surely. As a solution for the
conditions available in India, I have invented a new system of teaching English
that is very easy, interesting, simple and fast. I have also written a new book with the title
Mr. Sunny : It was announced here that you can reveal the actual reason for the failure of Communicative English course conducted by our universities. What have you to say about that ?
J. N. :
The British Council or the Indian universities have not invented any
system to teach English easier, faster and with high interest. But they have
seen me producing quick communication skill within a very short period during
the last 25 years. They must have gone through my course materials too. Being
impressed by the phenomenal success of the new system invented by me, the
Mr Sunny : Could you please describe some details of the system you have invented ?
J. N. : Yes. Of course. Wherever children do not get the chance to learn to speak English at home, if they have to succeed in communicating English within a short time, they have to be taught the following six things. In other words, we the Indian people need the following six items :
First, They have to learn ‘how to make each type of sentence or each type of expression in English.’ They have to do it in the classroom, in an easy and simple way.
Second, they have to be supplied with fluency techniques and taught how to use such techniques to get 100% fluency at each level.
Third, they have to be taught how to produce their own ideas.
Fourth, they have to be taught how to think in English directly.
Fifth, they have to be made convinced about (a) “What the item taught is” and (b) “What for they have to learn that item”.
Sixth, there should be sufficient activities that stimulate the mind or mental growth, so that their mind functions efficiently and effectively.
Actually these six items together constitute the real Communicative English. But the techniques for these six items are our own invention or discovery and they are registered universally. Others cannot use them without our written license. I request the Government of India to ban all the Communicative English Courses conducted by the universities without these six items. It is a blatant misuse of the degrees, recognized by the Government of India.
Mr. Sunny : What is your strategy to save
I have a concrete proposal that will guarantee a total solution to this man-made
catastrophe. First of all, the
Secondly, those Indians, especially
the educational authorities and Government researchers, who show addiction to
continue the existing system, should be branded “Addicted British slaves” or
“Their fifth-columns in
Thirdly, for solving our problem,
we have to introduce a totally new system to meet our purpose i.e. teaching
our children how to speak English in schools or classrooms. For that we have to introduce three out of my
six inventions. They are (a) The
Scientific Methodology To Learn Foreign Languages; (b)
The Practical Philology; (c) The Map of Language. That is because these three items together
will guarantee all the six items that our students need to solve their problem. I have already told you that our students
essentially need to learn (i) How to make each type of expression or
sentence in English by using a technique;(ii) How
to acquire fluency by using the fluency techniques; (iii) How to produce their own ideas; (iv)
How to think in English; (v) To know clearly “What is being
taught” and “Why it has to be learned”; (vi). A
well-developed mind that will function satisfactorily. For all these things to happen in a
systematic, accurate and fast track style, we have to introduce
our book “
Mr. Sunny : Could you please say something about the other contents of these books ?
J.N. : First of all, the Slogan of the Methodology is :
(a) 5% study burden; 500% study benefit, OR
(b) Years of study reduced to hours of study.
This book in four volumes contain 5700 of our discoveries on the English language. Surely for any hungry student, that itself will be a great excitement. The book proves that there are 1877 types of sentences in English. It also contains 1877 techniques or formulae to teach 1877 types of sentences in English most systematically and accurately, just like climbing a long ladder. It also describes what the 1877 usages of verb (or 1877 members of the verb family) are.
It teaches the eight categories of verb, which have removed a mountain-like confusion from the English language-teaching field. It also describes many mysteries of the Language Science and many more exciting affairs about the English language.
Mr. Sunny : It is fantastic indeed. Do you have anything more to tell us?
J.N : It is not enough to make all our students speak fluent English. They have to be truly educated to become our nation’s asset. For that we have to introduce this book “The importance of Personality development”. First of all this book can help them to increase their mind power one hundred times. Secondly this book can transform them into loyal citizens, filled with all human qualities including patriotism. But, for that this book has to be translated into all regional languages.
Mr. Sunny : Could you also please give us a glimpse of your methodology?
J. N. Surely. First of all I shall show you the blue-print of the new methodology.
J. N. This chart gives you two extra information. 1. Our postgraduates always read English books with high standard sentences that are never used for speaking. In fact, they never enter the speaking area, during their study. 2. Three categories of sentences are enough for children to speak their mother tongue very fluently and confidently.
Mr. Sunny : Certainly this is a guidance for teachers to teach English scientifically.
J. N. : We start teaching from the bottom of the chart and teach only one type of sentence at a time. We use one each technique or formula to teach one type of sentence which is as simple, easy and interesting as chewing a chocolate.
Mr. Sunny : Surely, that should help learners to produce communication skill very quickly.
J. N. : For teaching how to make sentences, we divide a sentence into three columns as “Actor”, “Action” and “Receiver of Action” and teach how to fill up those columns themselves. Soon a miraculous die is prepared with 14 words each in the “Actor”, and “Receiver” columns and fill them up with suitable words as:
Mr. Sunny : But, this looks too elementary level for teaching !
J. N. : Of course, this is elementary, but the most essential level for the Indians. Millions of our postgraduates make mistakes in this simple area.
The importance of this chart is that if a child is taught the correct meaning of all the 28 words and some verbal forms in the Action column, it can make hundreds of small but essential sentences within five minutes which another child may fail to get from an ordinary school in five years. It is just like learning mathematics.
Mr. Sunny : It is really wonderful. Can you tell us more about your methodology ?
J. N. : After reaching this level, the student has to learn only a single technique called Expansion of Actor and Receiver columns and he can use it through out his life to make the Actor and Receiver columns for all the 1877 types of sentences in English.
Mr. Sunny : Great in deed. We like to hear more from you, please.
J. N. : After this, we teach them details of 1877 usages of verbs systematically and with precision. With this knowledge, the further study of English will be a joyful and comfortable flight in a super jet aeroplane. That is why some of our students (even postgraduates) have admitted having learned more things from our ten-day course than what they learned in their whole life.
Mr. Sunny : Really marvelous! This is the result of using science in language teaching.
J. N. : Above all, the learner gets a picture of the total English language in a single glance. In this method of teaching, there will be large number of experts and scholars in English who will demonstrate their worth through their performance and not merely claim through their degrees.
Mr. Sunny : I really wonder ‘Why this methodology was not introduced in our educational system 31 years ago’. How do you propose to conduct the classes ?
J. N. : Till the Government makes arrangement to introduce this methodology in schools and colleges directly; the school and college authorities can arrange to provide the course to their students in their own premises as parallel education. Classes can be arranged by us for minimum 100 students at a time, one hour a day for 75 to 100 days. Periods should be provided for the purpose before-hand for the ensuing year.
Mr. Sunny : What about your own classes for students ?
: We can conduct classes for students of
Schools and Colleges of an area for five hours a day for 20 Saturdays, Sundays
or holidays. The fees, including course
materials (Four volume English book + the book on Personality Development) will
per candidate, for a minimum of 100
participants, depending upon the distance from
For details and booking of the course,
please contact :
Xavier Institute of Management,
Website : www.xavierinstitute.org OR www.xavierinstitute.com