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0% found this document useful (0 votes)
6 views151 pagesDocument
RBSE old book
Uploaded by
lalitjoshi20251996Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF or read online on Scribd
” ‘Textbook for Class IX
EpiIToR
Sanpuya Rani SAHOO
aera
NATIONAL COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING First Edition ceo ISBN 81-7450-029-4
March 2002 Phalguna 1923
First Reprint Edition
January 2003 Pausa. 1924
Vv
© National Council of Educational Research and Training, 2002
ALL RIGHTS RESERVED
(No part of this publication may be reproduced stored in a retneval system or transmitted, in any
form or by any means, electronic, mechanical, photocopying, recording or otherwise without the
prior permission of the publisher
lo This book is sold subject to the condition that it shall nt, by way of trade, be lent, re-sold, hired out
or otherwise disposed of without the publisher's consent, in any form of binding or cover ather than
that in which Its published
The correct price ofthis publication 1s the price printed on ths page Any revised price indicated by
a rubber stamp or by a sticker or by any other means 1s Incorrect and should be unacceptable
OFFICES OF THE PUBLICATION DIVISION, NCERT} —————
NCERT Campus 108 100 Feet Road Hosdakere Navjjvan Trust Building CWC Campus
SS Aufobindo Merg Mall Extensfon, Banashankart Il Stage PO Navvan 32, BT Road, Sukehar
NEW DELHI 110016 BANGALORE 660 086 AHMEDABAD 980014 24 PARGANAS 743 178
Editorial M.G Bhagat
2roduction . Arun Chitkara
i Sunil Kumar
Cover & Ilustrations
* Seema Jabin Husain
Rs 30.00
Pnanted on NCERT watermark paper of 70 GSM
Published at the Publication Department by the Secrelary, National
Counell of Educational Research and Training, S11 Aurobmdo Marg.
New Delhi 110 016 and printed at New Bharat Offset Printers, B-124,
Sector 6, Nolda, U.P. 201 301 LANGUAGE LEARNING 1s one of the most important componenis
of school curriculum A learner's emotional, social and cognitive
development, to a large extent, depends on it The National
Curnculum Framework for School Education-2000 highlights its
role as an ‘important instrument to develop among the learners
desired attitudes and socially accepted values along with the
inculcation of core life skills Teaching English at this stage not
only meulcates and further develops the four basic skills of
listening, speaking, reading and wnting in the learner but also
seeks to promote communicative skills both in speech and writing
and in formal and imformal situations Language learning
activates the cognitive and affective faculties by stimulating the
learners to thmk and use their magmation.
Based on the Natwnal Curnculum Framework for School
Education, new syllabuses in English were designed and new
instructional materials for different school stages have been
developed The new series of msiructional materials entitled Steps
to Engush for the secondary stage comprises a Textbook, a
Supplementary Reader and a Workbook
This textbook, the first in this series, 1s designed to part
basic language skills with reference to some important blocks of
the language and essential communication skills It also aims at
developing study and reference skills, ndependent thmking and
literary appreciation This textbook provides examples of different
genres like stories, plays, poems, autobiographies, humorous
pieces, speeches and travelogues. One important feature of this
book 1s that it contains writings about mlusirious Indians and
translalions of poems and prose pieces wrilien in regional
languages.
The themes range from delineation of age-old problems of
personality to discussion of contemporary issues like pride n
being an Indian and India’s rich cultural heritage These
variegated themes would motivate the learner to use English for
purposes of communication and expression. The objectives are iv
realised through the multi-skill approach; variety of interactive
tasks, project work, group and pair discussions, and peer
interactions. These make the book learner-centred and activity-
based.
| am specially grateful to Prof. (Miss) S.K. Ram, former
Professor of English, NCERT for her support and valuable advice
in the preparation of this book. I_ am also grateful to all the
experts, teachers and members of the Review Workshop who
contributed generously and gave their fullest help and
cooperation in the development and finalisation of the manuscript
of this book. It is hoped that the textbook would meet the
academic needs of the students learning English in Class IX
and make teaching and learning English an interesting
experience. The Council will welcome teachers’ and students’
comments and suggestions on any aspect of this book to facilitate
its improvement,
J.S. Rasror
Director
New Delhi National Council of Educational
February 2002 Research and Training STEPS TO ENGLISH 1s based on the new syllabus in
English which was prepared as a follow-up of the National
Curriculum. Framework for School Education-2000. This
textbook 1s for the students of Class [IX who are in the
ninth year of English It comprises a Textbook for mtensive
study, a Workbook for further developing different
language skills and a Supplementary Reader for extensive
study and development of a taste for reading These books
aim at making the teaching and learning of English a
stimulating exercise by presenting a variety of real-life
situations. They also fulfill the functional (communicative),
literary (aesthetic) and cullural (sociological) needs of the
learner, The main objectives of teaching English at this
stage are
1 To equip learners with communicative skills to
enable them to perform different language
functions
u-- To help them develop their cognitive and
affective faculties
ul To promote the skill of reading a text intelligently
and imaginatively -
iv. To enrich the learner's vocabulary (active and
passive).
To keep learner’s inlerest m every lesson alive, a rich
variety of interactive tasks, project work, group and pair
discussions and pecr interactions have been incorporated
These are need-based and innovative The course 1s
learner-centred The learner 1s also encouraged to think
crealively through discussion questions given in each
lesson. vi
qe the dias
1 The textbook is geared to the objectives of teaching
English at the secondary stage. Grammar and usage,
vocabulary enrichment, the development of four
language skills along with study and reference skalls
and the mculcation of hierary appreciation
A conscious effort has been made to develop
communicative skills. The functional aspects of
language have been given due importance Six
communicative tasks have been given m the text to
enable the student to use English to perform functions
like making suggestions There 1s a shift of emphasis
from studying the textbook to learning the language
and stress is on the ability to use the language m
speech and m writing for academic purposes, at the
work place and in the community m general
An attempt has been made to expose the reader to
good specimens of contemporary English Mosi pieces,
however, have been simphified and adapted to facilitate
comprehension Elements of wit and humour have
been included through pieces lke If I Were You, How
to Boriow Money The book provides a wide range of
themes from the delineation of age-old problems of
personahty to discussion of contemporary issues lke
pride m being an Indian and a glimpse into India’s
rich and varied cultural heritage All the ten core
components have been taken care of. The book uses
different genres like stories, one-act plays, poems,
autobiographies, interviews, humorous pieces,
speeches and travelogues This book will not only
enable the learners to gather information but will also
make them aware of the happenings im India and round
‘e world. This will also make them sensitive human
‘ings and will mculcate values like peaceful
‘ice, social cohesion and national integration.
quite a few pieces by Indian authors which
fferent aspects of Indian life and culture.
slations from writmgs in regional languages
included An attempt has been made
“r appreciate tnbal art and culiure. viL
5 There are four different types of exercises.
Comprehension, Vocabulary, Grammar and Usage,
and Composition
1 The comprehension exercises are for the teaching
of factual comprehension which will deepen
students’ understanding of the lesson Every lesson
has questions on interpretative/inferential
comprehension. The topics for discussion stem from
the lesson and aim at encouraging the learners Lo
think creatively, interact with their peers, and find
out more about the world and life around them.
u. Vocabulary exercises are used for vocabulary
enrichment, teaching of spelling and the development
of reference skills A variety of activities have been.
given like antonyms, synonyms, homophones, cross-
word puzzles.
[Link] and Usage contain a wide variety of
exercises on different areas of functional grammar
These activities aim to equip the learner to use
language effectively and accurately.
iv Composition 1s used to help the learners write well-
knit pieces An aitempt 1s also made to help the
learners comprehend non-prescribed materials, The
composition tasks range from controlled, semi-
controlled leading to free composition.
Note : It is suggested that all the exercises should
Jfurst be done orally. While handling discussion
exercises, the teacher should guide and channelise
the discussion and act as a facilitator.
v The two Projects will ensure learners’ active
participation; develop team spirit
vi The exercises at the end of the poem amm at helping the
learners appreciate the poem and enjoy reading 1t.
It is hoped that Steps to English will meet the learners’
needs and help them develop the important language
skills and use English effectively and meanimgfully for
purposes of communication (i)
(n)
(ain)
(av)
Whe ad EAA
Foreword
A Note for the Teacher
My Childhood : APJ Asput KaLam
Open Thy Eyes and See Thy God (Poem)
RaBINDRANATH TAGORE
Communicative Task - I
Making Requests
Kathmandu . Vixram SETH
The Snake and the Muror .
Vatkom MUHAMMAD BASHEER
The Road Not Taken (Poem) + Rosert Frost
Communicative Task - II
Making Suggestions
If] Were You Douctas James
The Gonds - Their Art and Culture .
VERRIER ELwin
Project I- More about Our Tnbes .
Their Life and Culture
Wind (Poem) SusramaniA BuaraTi
Communicative Task -HI
Talkang and Giving Messages
The Last Moonwalker * Times Mirror MAGAzINE
How To Borrow Money . Srepuen Leacock
Evil Wins When Good Men Walk Away (Poem) .
Sanuay Kap
lil
10
12
14
23
32
35
36
48°
57
58
61
62
72
83 (v)
10.
11
(v2)
12,
x
Communicative Task - IV
Agreeing and Disagreeing
Good Bricks - C RasacoraLacuar!
Bismillah Khan — The Shahnai Maestro
A Legend of The Northland (Poem) .
Pore Cary
Communicative Task - V
Reporting Incidents I
The Bond of Love : KenneTd ANDERSON
Project Il - (Creative Activity)
Developing a Short Story
Grooming of a Boy : AsraHaM LincoLN
Ozymandias (Poem) : P B SHELLEY
Communicative Task — VI
Reporting Incidents U
Where Is Science Taking Us?
Dr S.W Pennycuick
85
86
94
103
107
108
119
120
128
131
132 Peni tts at
The following experts and teachers rendered academuc help and
support in the development, review and finalisation of the
manuscript of this textbook .
Professor (Mass) S K. Ram
(General Editor)
Former Professor of English,
(NCERT), 29 C,SFS Flats, Block N, Saket,
New Delhi
a
JK Gangal
Former Education Officer
Kendnya Vidyalaya Sangathan
196, Ramakrisha Vihar
Plot No 29,1 P Extension
Patpargany, Delhi
Dr Brinda Ramesh
Former Senor Lecturer
in English (NCERT)
D-14, Gaziabad, U.P
PN Thukral
Retd Principal
DAV Sclicol
C4C/256, Janak Puri
New Delhi
Indubala
Pnneypal
DTEA Senior Secondary
School, Sector-4, R.K Puram
New Dell
GL. Purohit
Reid PGT English
D.M. School, Bhopal
6
10
ll.
12.
13.
Anup Kausal
Retd Vice-Principal
Delhi Admmistration
J-61, Saket, New Delhi
Archana Gilam
PGT Enghsh
Ramyas School
Sector - 4, R.K. Puram
New Delhi
Soma Bhattacharya
Tutor (English)
National Open School
B-35, Kailash Colony
New Delhi
NCERT Faculty, DESSH
Prof Rajendra Dixit
Dr VK. Bajpar
Nasuruddin Khan
Karti Kapoor
Dr. Sandhya R, Sahoo
(Coordinator) “T will give you a talisman,Whenever
| you are in doubt or when the self
Comes too much with you, apply
the following test ,
Recall the face of the poorest and
have seen and ask
Step you contem
the weakest man whom you may
yourself if the
plate 1s going to be
m. Will he gain
Will it restore him
T his own life and
destiny ? In other words, will it lead
to Swaraj for the hungry and
Spiritually Starving millions ?
Then you will find your doubts and
your self melting away.”
fire o re [Professor Abdul Kalam ts one of the world’s greatest
scientists Let us find out what hts childhood was lke.}
I WAS born into a middle-class
Tamil family in the island town
of Rameswaram in the erstwhile
Madras state My father,
Jainulabdeen, had neither
much formal education nor
much wealth; despite these dis-
advantages, he possessed great
innate wisdom and a true
generosity of spirit. He had an
ideal helpmate m my mother,
Ashiamma. I do not recall the
exact number of people she fed
every day, but 1 am quite certain
that far more outsiders ate with
us than all the members of our
own family put together.
I was one of many children - a short boy with rather
undistinguished looks, born to tall and handsome parents.
We lived in our ancestral house, which was built in the middle
of the 19th century. It was a fairly large pucca house, made of
limestone and brick, on the Mosque Street in Rameswaram.
My austere father used to avoid all inessential comforts and
luxuries However, all necessities were provided for, m terms
of food, medicmme or clothes. In fact, I would say mine was a
very secure childhood, both materially and emotionally,
wad
The Second World War broke out m 1939, when I was eight
years old. For reasons I have never been able to understand, : STEPS TO ENGLISH
a sudden demand for tamarind seeds erupted in the market
l used to collect the seeds and sell them to a provision shop
on Mosque Street A day’s collection would fetch me the
princely sum of one anna My brother-in-law Jallaluddin
would tell me stories about the War which I would later attempt
to trace in the headlines in Dinamani Our area, bemg isolated,
was completely unaffected by the war. But soon India was
forced to jom the Allied Forces and something hike a state of
emergency was declared The first casualty came in the form
of the suspension of the train halt at Rameswaram station.
The newspapers now had to be bundled and thrown out from
the moving train on the Rameswaram Road between
Rameswaram and Dhanuskodi That forced my cousin
Samsuddin, who distributed newspapers in Rameswarm, to
look for a helping hand to catch the bundles and, as if
naturally, I filled the slot. Samsuddin helped me earn my
first wages Half a century later, I can still feel the surge of
pride in earning my own money for the first time
Every child is born, with some inherited characteristics,
ito a specific socio-economic and emotional environment,
and trained in certain ways by figures of authority Iinhemted
honesty and self-discipline from my father, from my mother,
I inherited faith m goodness and deep kindness and so did
my three brothers and sister. [ had three close friends in my
childhood—Ramanadha Sastry, Aravindan and Sivaprakasan.
All these boys were from orthodox Hindu Brahmin families
As children, none of us ever felt any difference amongst
ourselves because of our religious differences and upbringing
In fact, Ramanadha Sastry was the son of Pakshi Lakshmana
Sastry, the high priest of the Rameswaram temple Later, he
took over the priesthood of the Rameswaram temple from his
father; Aravindan went into the business of arranging
transport for visiting pilgrims, and Sivaprakasan became a
catering contractor for the Southern Railways.
During the annual Shr: Sita Rama Kalyanam ceremony,
our family used to arrange boats with a special platform for
carrying idols of the Lord from the temple to the marriage
site, srtuated in the middle of the pond called Rama Tirtha
which was near our house. Events from the Ramayana and MY CHILDHOOD 3
from the life of the Prophet were the bedtime stories my mother
and grandmother would tell the children in our family.
One day when I was in the fifth standard at the
Rameswaram Elementary School, a new teacher came to our
class. I used to wear a cap which marked me as a Mushm,
and I always sat in the front row next to Ramanadha Sastry,
who wore a sacred thread The new teacher could not
stomach a Hindu priest’s son sitting with a Mushm boy, In
accordance with our social ranking as the new teacher saw
it, I was asked to go and sit on the back bench I felt very
sad, and so did Ramanadha Sastry He looked utterly
downcast as I shifted lo my seat in the last row. The image
of him weeping when I shifted to the last row left a lasting
impression on me.
After school, we went home and told our respective
parents about the incident. Lakshmana Sastry summoned
the teacher, and in our presence, told the teacher that’ he
should not spread the poison of social equality and
communal intolerance in the minds of mnocent children. He
bluntly asked the teacher to either apologize or quit the school
and the island. Not only did the teacher regret his behaviour,
but the strong sense of conviction Lakshmana Sastry conveyed
ultimately reformed this young teacher.
On the whole, the small society of Rameswaram was very
nigid in terms of the segregation of different social groups.
However, my science teacher Sivasubramamua lyer, though
an orthodox Brahmin with a very conservative wife, was
somethmg of a rebel He did his best to break social barriers
so that people from varying backgrounds could mingle easily.
He used to spend hours with me and would say, “Kalam, I
want you to develop so that, you are on par with ihe highly
educated people of the big cities.”
One day, he invited me to his home for a meal. His wife
was horrified at the idea of a Muslim boy being invited to dine
in her ritually pure kitchen. She refused to serve me in her
latchen. Stvasubramania lyer was not perturbed, nor did he
get angry with his wife, but mstead, served me with his own. hands and sat down beside me io eat hs meal. His wife watched
us from behind the kitchen door | wondered whether she had
observed any difference in the way I ate rice, drank water or
cleaned the floor after the meal When I was leaving his house,
Sivasubramama lyer nvited me to jom him for dinner again
the next weekend. Observing my hesitation, he told me not to
get upset, saying, “Once you decide to change the system, such
problems have to be confronted.” When I visited his house the
next week, Sivasubramamia [yer's wife took me inside her
latchen and served me food with her own hands.
Then the Second World War was over and India's freedom
was imminent. “Indians will build their own India,” declared
Gandhy, The whole country was filled with an unprecedented
optimism. I asked my father's permission to leave Rameswaram
and study at the distnct headquarters in Ramanathapuram.
He told me as if thmking aloud, “Abul ! I know you have
(o go away to grow Does the seagull not fly across the Sun,
alone and without a nest?" He quoted Khahl Gibran to my
hesitant mother, “Your children are not your children They
are the sons and daughters of Life’s longing for itself. They
come through you but not from you. You may give them your
love but not your thoughts. For they have their own thoughts ”
A.P.J. Abdul Kalam
Wings of Fire MY CHILDHOOD 5
mmnate - inborn
hneage — ancestry
austere — extremely plam and simple style
anna - an old Indian coin It was equal to
1/16th of a rupee—about six paise
erupted — exploded
Dinamani —_— a well knowm Tamul newspaper
Allied Forces - The Armies of the Allies dung the Second
World War The war was between Hitler's
Germany on the one hand, and the armies
of the U K, Russia and the US Aon the
other
filled the slot — fitted in
imtuitive - perceiving something with immediate
insight
catermg — providing food and drink in a professional
capacity
segregation —- separation
nmminent ~ about to happen im the near future
factious = .mchned to split or dimde
coherence _— the quality of being logical and consistent
SOI PRY HEWOLGA.
1
u.
ui.
vi,
Answer these questions mm one or two words each
Where was the house of Abdul Kalam situated?
Which words show that, Abdul Kalam’s father was an
austere man?
Who were Abdul Kalam’s school friends?
. Why did the new teacher in the fifth standard shift Abdul
Kalam to the last row?
How did the teacher know that Abdul Kalam was a
Muslim?
Was Ramanadha Sastry upset? Pick out the relevant words
from the text m support of your answer
vii Complete the following sentences .
(a) The science teacher's wife did not serve Abdul a meal
because dD.
STEPS TO ENGLISH
(b) The science teacher had a meal with Abdul Kalam
because.
(c) His wife served him the second time because
Answer these questions in about thirty words each.
i How would you describe Abdul Kalam's childhood? Tick off
the words that apply, and then give reasons for your answer.
fa) luxurious
(b) Happy
(c) comfortable
(d) deprived
(e) secure
(f) miserable
i What kind of poison was the young teacher spreading
in the class?
tu
What was the reaction of Abdul Kalam’s father when he
wanted to leave home? Whal was his mother's reaction?
w A lst of qualities and character tratts is given below.
Pick out those which apply to his parents
Open mmded, generous, intolerant, austere,
affectionate, intelhgent, self respecting, honest,
disciplined, philosophical
Answer the following questions in not more than 100 or 150
words
1 How did Abdul Kalam earn his ‘first wages’? How did
he feel at that trme? Explain.
ii “Once you decide to change the system, such problems
have to be confronted " What ‘system’ is this sentence
referring to? What are ‘such problems’? Does the text
suggest that the problems have been tackled?
Discussion Group ar Pair Worle
The followmg are controversial topics. Speak for or against
the topics,
1 Only a child from an educated family can achieve
academic distinction. MY CHILDHOOD 7
2 Science is no longer a popular subject
A Antonyms (words of oppusite meaning) can also be formed
by using the prefixes dis oi 1m
Add dis or im to the words given below, then use them in
the blanks
advantage, modest, regard, honest, pure
Make the required changes tn the words to sutt the context
i Water from muddy lakes should not be drunk because
11s .
u Moti never talked about his excellent marks in
mathematics because he knew boasting was
m There are many _____________ of living im a big city.
1v Amir was almost drowned because he the
notice that said “Do not swim in this lake
y. Vineet did not pick up the one hundred rupee note lying
on the floor of the shop, because he Is not
B- Match the phrases mn Section A with their meanings in
Section B.
1. Inherited characteristics open hearted
u socio economic could not tolerate
emotional environment
i a helping hand qualities acquired from.
forefathers
iv could not stomach assistance
v. generosity of spimit the soclal, economic,
emotonal and
ideological conditions
Now fill in the blanks n the sentences below with appropriate
phrases from Section A, Make changes whenever necessary
1. Ameena has onc blue eye, and one gray eye This was an
from her grandmother STEPS TO ENGLISH
2 Mami was always ready to extend ____________ to
those who needed it.
3 An adult's nature depends largely on the
he 1s brought up in
4 Jaimulabdeen, Abdul Kalam’s father, was a man with
great
5, He —-———— sult in any form.
The Passive Voice
Study these sentences °
i My parents were regarded as an ideal couple.
u_ [I was asked to go and sit on the back bench.
im Such problems have to be confronted
w Our classroom 1s cleaned everyday
a The Passive Voice 1s used when we wish to describe
something objectively like describing a process.
b Passive 1s formed by using the appropriate form of the
verb to be (is, are, am, was, were, will be, etc )+ the past
participle of the verb
Example . was asked, were regarded, ts cleaned, etc.
c¢ When the actor ts important in a sentence, by + agent
1s used,
Example . The tree was struck by lightning
The flag was unfurled by the Chief Guest
Ful in the blanks m the sentences below with the correct
orms of the verbs in brackets. The first one has been done
“for you. :
a. The train was pulled by a powerful engine. (pull)
b The new bridge over the Gomt1___ in 2000 (build)
c. The letters_______________ this morning. (deliver) MY CHILDHOOD 9
d Tonight's dinner —____________ by Mohan. (cook)
e, Potatoes __________________all over the world. (eat)
B_ Fillinthe blanks mn the passage below with the [Link]
of the verbs in brackets
The owner of a small manufacturmg unit ——_______
{rob) last might by three of his employees,who decamped
with all the cash in the safe. The area police said Mr. Amar
Nath ________—s (find) tied up, when his other
employees came to work at 8 a.m Neighbours said they
had seen some men roammg around the area at might. Amar
Nath said one of them —____________ (employ) by
him only recently. He came from Bareilly A police party
(dispatch) to Bareilly this morning and
he _____________ (catch).
2 We pe
1 Write a brief composition sn about 150 words, describing
some interesting meident that took place when you were
about ten years old
2 Write out a dialogue between you and your friend on
‘Give your children love, not your thought’
‘fete: | Parents expectations, pressure from sociely and
relatives, school's expectations; love, emotions: every
child is different, guidance, counselling; hidden
potentiality, capability and capacily differ, explore the
child’s talents and aptitudes. [The poet says God does not lwe in temples, Where is
He to be found then?]
P
pee ue
Leave this chantmg and
singing and telling of beads!
Whom dost thou worshp in this
lonely dark corner of a temple
with doors all shut? Open thine
eyes and see thy God is not
before thee!
ere the tiller is
xd and where
‘img stones
ond in
covered
antle
ome out of thy meditations and
aside thy flowers and incense!
yarm 1s there if thy clothes
e tattered and stained? Meet
id stand by him m toil and in
of thy brow.
Rabindranath Tagore
Gttanjali OPEN THY EYES AND SEE 1HY GOD ll
teeny
dost - do
thou - you
thine - your
thy —- your
eee eae
(These words are no longer used mn present day English )
Deh gts
Stanza I
1. The poem begins with ‘leave’ What does the poei want us
‘to leave?Why?
2, The poct in this stanza asks a question What is the
question?
8. Our eyes are open. Why does the poet say ‘Open thine eyes’?
Stanza IT
1. ‘Thy God 1s not before thee’ Where can we find Him?
2 Why are His garments covered with dust?
3 Where does the poet ask you to meet God? Pick out the
relevant words from the stanza
Stanza III
1 When will our clothes become tatiered and stamed?
2, The poet says, “Meet him and stand by him in toil and in
the sweat of thy brow” Who does the poet refer to in this
line?
SoM RAL
1 The poet has asked two questions Find the answers 1n the
poem itself
2 There are many beautiful poetic expressions m the poem.
Mention any two.
3. ‘Work is worship’. Pick out the expressions from the poem
which bring out this idea
Nole : The word God ts spelt with a capital G and all
pronouns relating to God also begin with capuals 12 STEPS TO ENGLISH
Making Requests
MODEL A
You : Do you have an extra pen please?
Fnend . Yes, I have
You -Can I borrow it, please?
Friend . Certainly Here you are.
You But does it have blue ink?
Fnend
