@Prastab
If I were to teach the game to an adult friend (children are a different case) I wouldn't start by recommending any book, other than perhaps this one which is entirely free and fun because of its interactive nature: https://www.chessable.com/smithys-opening-fundamentals/course/21302/
Instead, I would start by giving this person a general framework to underpin that person's relationship to chess.
And that framework would simply be: chess is a game of errors.
I would then say that when one evaluates errors in chess, one does so using three concepts: 1- inaccuracies, 2- mistakes and 3- blunders.
I would then say that deep understanding of these concepts is not immediately necessary but that we would first concentrate on blunders, and of this category of errors we would concern ourselves chiefly with "avoidable" or "obvious" blunders first.
Then I would explain that the only way to quickly understand what is meant by an "avoidable" or "obvious" blunder is to analyze each and every game to firstly identify them and secondly understand why they are so frequently committed by lower-level players.
Then I would introduce the concept of "safety" and demonstrate how simply one can minimize occurrences of "avoidable" or "obvious" blunders by always subjecting a move to a "safety analysis".
With time, the concept of "blunders" would more generally be explained and illustrated, before moving on to "mistakes" and very later on "inaccuracies".
I would simultaneously explain the concept of "activity" by demonstrating how the scope and range of pieces is affected by structural elements of the game, for example a bishop trapped behind its own pawn chain, a rook commanding an open file, the difference between a centrally placed knight and one placed on an edge of the board.
The student would then be in a position to understand the fundamental objective of the opening - the first of three phases of the game - which is to achieve "king safety and quick and harmonious piece development".
I would then explain that without "harmony" between pieces, i.e. all members of the team working towards a common objective - "safety" and "activity" are hamstrung and lack the final magic ingredient that drives one towards victory again and again...
Then, I would provide my student with a very basic opening repertoire (1 for White, 2 for Black) and a few annotated master games related to that opening to illustrate ideas, plans and associated tactical motifs. I would also have my student watch relevant YouTube videos on a daily basis.
I would also have my student drill randomly generated basic tactics on a daily basis.
Once all of the above had become well-integrated in my student's chess-routine, then I might suggest any of dozens of recognized books for beginners from classics such as Tarrash's "The Game of Chess", Capablanca's "Chess Fundamentals", Chernev's "Logical Chess" or something more recent like Nunn's "Understanding Chess Move by Move" or perhaps Silman's " Reassess you chess, 4th edition". Having said that, I think my student could go very far, for a very long time, simply diligently going through the little selection of master games I would have provided, as long as the effort was real and coming from an engaged, questioning and active mind.
@Prastab
If I were to teach the game to an adult friend (children are a different case) I wouldn't start by recommending any book, other than perhaps this one which is entirely free and fun because of its interactive nature: https://www.chessable.com/smithys-opening-fundamentals/course/21302/
Instead, I would start by giving this person a general framework to underpin that person's relationship to chess.
And that framework would simply be: chess is a game of errors.
I would then say that when one evaluates errors in chess, one does so using three concepts: 1- inaccuracies, 2- mistakes and 3- blunders.
I would then say that deep understanding of these concepts is not immediately necessary but that we would first concentrate on blunders, and of this category of errors we would concern ourselves chiefly with "avoidable" or "obvious" blunders first.
Then I would explain that the only way to quickly understand what is meant by an "avoidable" or "obvious" blunder is to analyze each and every game to firstly identify them and secondly understand why they are so frequently committed by lower-level players.
Then I would introduce the concept of "safety" and demonstrate how simply one can minimize occurrences of "avoidable" or "obvious" blunders by always subjecting a move to a "safety analysis".
With time, the concept of "blunders" would more generally be explained and illustrated, before moving on to "mistakes" and very later on "inaccuracies".
I would simultaneously explain the concept of "activity" by demonstrating how the scope and range of pieces is affected by structural elements of the game, for example a bishop trapped behind its own pawn chain, a rook commanding an open file, the difference between a centrally placed knight and one placed on an edge of the board.
The student would then be in a position to understand the fundamental objective of the opening - the first of three phases of the game - which is to achieve "king safety and quick and harmonious piece development".
I would then explain that without "harmony" between pieces, i.e. all members of the team working towards a common objective - "safety" and "activity" are hamstrung and lack the final magic ingredient that drives one towards victory again and again...
Then, I would provide my student with a very basic opening repertoire (1 for White, 2 for Black) and a few annotated master games related to that opening to illustrate ideas, plans and associated tactical motifs. I would also have my student watch relevant YouTube videos on a daily basis.
I would also have my student drill randomly generated basic tactics on a daily basis.
Once all of the above had become well-integrated in my student's chess-routine, then I might suggest any of dozens of recognized books for beginners from classics such as Tarrash's "The Game of Chess", Capablanca's "Chess Fundamentals", Chernev's "Logical Chess" or something more recent like Nunn's "Understanding Chess Move by Move" or perhaps Silman's " Reassess you chess, 4th edition". Having said that, I think my student could go very far, for a very long time, simply diligently going through the little selection of master games I would have provided, as long as the effort was real and coming from an engaged, questioning and active mind.