CG Board (CGBSE / SCERT Chhattisgarh) Class 10 English Reader (Flight) Solutions | 2026-27 Edition
📚 Lesson Overview:
- Board: Chhattisgarh Board of Secondary Education (CGBSE) / CG SCERT Raipur
- Textbook: Flight English Reader Class 10 (2026-27 Official Edition)
- Unit: Unit 3: Inclusion
- Lesson 9: Unit 3 Reading C: An Open Letter To The Teacher From A Child With Autism (ऑटिज्म से पीड़ित बच्चे का शिक्षक को खुला पत्र)
- Coverage: Summary, Word Meanings, Comprehension, Vocabulary, Grammar, Listening, Speaking, Writing & Practice Exercises
“An Open Letter To The Teacher From A Child With Autism” is a heart-touching and insightful letter written by a 13-year-old boy named Louie, who has Autism Spectrum Disorder (ASD). The letter was posted by Karen Wang on the Friendship Circle blog to give voice to children with special needs whose thoughts often get lost in home-school communications.
In his letter, Louie expresses his gratitude to his teacher for helping him learn and welcoming him every morning with a warm smile and a gentle voice. He candidly shares the everyday challenges he faces due to autism, such as difficulty in focusing, sudden fatigue, sensory overload caused by bright lights, loud noises, and people moving around. He requests short walking breaks during class to refresh himself.
Louie values honesty above fake praise; he respects teachers who provide truthful feedback like “you have to try again” rather than falsely saying “good job” when he makes mistakes. He prefers staying in his regular classroom with his peers over missing class for special ‘Social Skills’ or ‘Speech’ sessions. Though he sometimes feels confused about how to initiate conversations, he loves being around other students and participating in the ‘Lunch Club’. He emphasizes that gentle tone, eye contact, patient answers, and step-by-step guidance empower him to learn new things independently.
- Preschool – A nursery school for very young children / -,
- Focusing – Concentrating on a task /
- Orally – By word of mouth, verbally /
Have you ever interacted with a child with…
हाँ मैंने अपने पड़ोस में एक विशेष आवश्यकता…
Yes, I have interacted with a special needs child in my neighborhood. I felt deeply moved by his innocence and realized that with patience, kindness, and understanding, we can easily make them feel included and happy.
What difficulties do children with autism face in…
ऑटिज्म से पीड़ित बच्चों को सामान्य कक्षा में…
Children with autism face difficulties such as sensory overload from loud noises and bright lights, trouble focusing for long periods, confusion during social conversations, and anxiety caused by unexpected changes in their routine.
Task: Tick (✓) the features that represent Louie’s nature based on the textbook.
- i. He does not make mistakes. -> (X) (False, he makes mistakes and wants honest correction)
- ii. He feels shy when he is with other students. -> (X) (False, he wants to be with them, though he feels confused about what to say)
- iii. He does not like strong lights. -> (✓) (True, text says: “Lights and noises sometimes distract me. I like it when you turn off the lights.”)
- iv. He loves to be alone. -> (X) (False, text says: “I want to be with the other students in my class.”)
- v. He is confused when he has to talk to others. -> (✓) (True, text says: “I feel confused when I have to talk to other students.”)
- vi. He likes honest people. -> (✓) (True, text says: “I like it when you tell the truth.”)
- vii. He doesn’t want people to look into his eyes. -> (X) (False, text says: “I like it when you look in my eyes.”)
- Louie doesn’t like to miss his regular schedule (regular schedule / Social Skill classes).
- Louie likes the teacher speaking in a gentle (low / gentle) voice.
- Louie is distracted by noises (noises / cars).
- Louie is sometimes hurt (hurt / pleased) by words.
| Items / Situations | Likes | Dislikes |
|---|---|---|
| other students | ✓ | |
| Lunch Club | ✓ | |
| Noises and lights | ✓ | |
| regular schedule | ✓ | |
| Social Skills | ✓ (dislikes missing class for it) | |
| speaking truth | ✓ | |
| trying new things | ✓ | |
| missing classes | ✓ | |
| people moving around | ✓ |
Task: Indicate Louie’s views on the following by putting a tick (✓) in the appropriate boxes.
Q i. What problems does Louie have?
- Answer: Louie has Autism Spectrum Disorder (ASD). Because of this, his brain sometimes loses focus, he feels tired easily, gets distracted by bright lights, loud noises, and people moving around, and feels confused while talking to other students.
Q ii. Why does Louie need a break?
- Answer: Louie feels like he is working all the time in school, and hard work makes him very tired. Therefore, he needs a break to walk around and refresh his mind.
Q iii. Does Louie appreciate praise without doing anything? Comment.
- Answer: No, Louie does not appreciate false praise. He tested a teacher by giving wrong answers, but she kept saying “Good job.” He realized she was not telling the truth. He prefers honest feedback like “You have to try again” when he makes a mistake.
Q iv. Why does not Louie want to go to ‘Social Skills’ or ‘Speech’?
- Answer: Louie does not want to go to ‘Social Skills’ or ‘Speech’ classes because he dislikes missing his regular classroom activities and schedule with his friends and teacher.
Q v. When did Louie feel scared?
- Answer: Louie felt scared when he was in preschool and asked his teacher where his mother was, and the teacher insensitively replied, “Your mother is gone.”
Q vi. Why does Louie say the teacher is good?
- Answer: Louie says the teacher is good because she helps him learn how to try new things step-by-step until he can do them independently on his own.
Task: Use the following words in sentences to explain their different meanings as different parts of speech/contexts: test, light, answer, help, look, notice, tie, break, play, cross, fly, show, book.
- test:
- (n. examination): She scored full marks in her English test.
- (v. to examine/evaluate): The doctor will test your blood sample.
- light:
- (n. illumination): Turn on the light in the study room.
- (adj. not heavy): This wooden chair is very light.
- answer:
- (n. reply): Write the correct
answer in your notebook.
- (v. to reply): Please
answer my phone call.
- help:
- (v. to assist): We should help poor and needy people.
- (n. assistance): Thank you very much for your help.
- look:
- (v. to see): Look at the beautiful drawing on the board.
- (n. appearance): The new painted house has a fresh look.
- notice:
- (n. written announcement): Read the official notice on the school board.
- (v. to observe): Did you notice his new uniform?
- tie:
- (n. neckwear): He wore a red tie with his suit.
- (v. to bind/fasten): Tie your shoelaces tightly before running.
- break:
- (n. recess/pause): We get a 20-minute lunch break at school.
- (v. to fracture/damage): Do not drop the glass mug, it will break.
- play:
- (v. to participate in games): Children love to play cricket.
- (n. drama/theatrical show): Our school staged a funny play yesterday.
- cross:
- (v. to move across): Always cross the road at the zebra crossing.
- (adj. angry/annoyed): Mother was cross with me for coming late.
- fly:
- (v. to soar in air): Birds fly high in the clear sky.
- (n. an insect): A fly was buzzing around the sweet shop.
- show:
- (v. to display): Please show me your homework notebook.
- (n. performance): We enjoyed the magic show very much.
- book:
- (n. printed publication): I am reading an interesting story book.
- (v. to reserve): We need to book movie tickets in advance.
when: Used when two short actions happen together, or when one action is long and a short action interrupts it.while: Used when two long continuous actions happen at the same time, or to describe an ongoing continuous action.
Task: Complete the following sentences with while or when.
- He was talking on the phone when I arrived.
- She was cooking while I was finishing my homework.
- I washed the dishes while my daughter was sleeping.
- We will go to lunch when you come to visit us.
- While he was waiting for the bus he read the paper.
- When the speech ended, he went to meet him.
Task: Complete the reply letter from Teacher Mary to Louie using the given expressions/hints:
- you have to attend them
- such a lovely letter
- you won’t miss the regular classes
- would like to help
- you look into their eyes
Completed Letter:
Dear Louie,
Thank you for such a lovely letter. I know you don’t like noises. Nobody likes them. Speech & skill classes will help you, so you have to attend them. Well, I will try to change the timings so you won’t miss the regular classes & your friends. Your classmates are your friends and would like to help. They will also like if you look into their eyes & speak. Just remember we all love you a lot.
With love,
Your teacher Mary
Context: Advertisement from Regional Office, Employees’ State Insurance Corporation (ESIC), Raipur (C.G.) regarding “SPECIAL RECRUITMENT DRIVE FOR FILLING UP THE POST UNDER PWD CATEGORY OF UDC & MTS”.
Task: Imagine that you are visually handicapped (VH) and wish to apply for the post of Multi-Tasking Staff (MTS). Answer the questions according to the advertisement.
How many posts are available for you
दृष्टिबाधित VH श्रेणी के अंतर्गत मल्टीटास्किंग स्टाफ MTS…
There is 1 post available for a visually handicapped (VH) candidate under the Multi-Tasking Staff (MTS) category.
What is the grade pay for this post
इस पद MTS का ग्रेड पे 1800 रुपये…
The grade pay for the Multi-Tasking Staff (MTS) post is Rs. 1800/- (in PB-1 Rs. 5200-20200).
Where should you send your application
आवेदन क्षेत्रीय कार्यालय कर्मचारी राज्य बीमा निगम 107…
The application should be sent to the Regional Office, Employees’ State Insurance Corporation (ESIC), 107, Ram Nagar Road, Kota, Raipur (C.G.) – 492010.
By which date should your application reach there
आवेदन 31102015 तक वहाँ पहुँच जाना चाहिए।
The application should reach there by 31.10.2015.
What are other physical requirements for this post
शारीरिक आवश्यकताएं बैठना खड़े होना चलना देखना सुनना…
The other physical requirements for the MTS post are: Sitting (S), Standing (ST), Walking (W), Seeing (SE), Hearing (H), Reading and Writing (RW), and Communication (C).
Who is the issuing authority of this advertisement
जारीकर्ता प्राधिकारी कर्मचारी राज्य बीमा निगम ESIC क्षेत्रीय…
The issuing authority is the Regional Office, Employees’ State Insurance Corporation (ESIC), Ministry of Labour & Employment, Govt. of India, Raipur, Chhattisgarh.
Text Extract: Passage describing the girl’s inclusion in the scholars’ panel, her active participation, her composed hymns being included in the book, and her becoming the first female scholar.
Write True or False against each sentence
Write True or False against each sentence
- a) The girl was included in the scholars’ panel. -> True
- b) Another scholar more competent than the girl challenged her. -> False
- c) The girl was selected on her own worthiness. -> True
- d) The king stopped her from joining the panel. -> False
- e) The girl became the first scholar. -> False (Text states: “became the first female scholar”)
- f) The girl did not take part in the scholars’ discussion. -> False
- g) Many hymns composed by the girl were included in the book. -> True
- : (True) (False)
Tick the correct response for each
Tick the correct response for each
- a) During the scholars’ meet:
- i. the girl asked many questions.
- ii. the girl headed the panel.
- iii. the girl answered many questions.
- iv. the girl took part in many discussions.
- Correct Option: iv. the girl took part in many discussions. (Also took part in asking and answering questions)
- b) The final draft of the compiled book had:
- i. none of the hymns composed by the girl.
- ii. all the hymns composed by the girl.
- iii. many hymns composed by the girl.
- iv. only one hymn composed by the girl.
- Correct Option: iii. many hymns composed by the girl.
- c) Some people said that the girl:
- i. opened an academy for girls.
- ii. constructed a book of hymns.
- iii. wrote many different stories.
- iv. became the first woman scholar.
- Correct Option: i. opened an academy for girls.
- d) The girl was selected to the panel on the basis of her:
- i. presentation.
- ii. worthiness.
- iii. brilliance.
- iv. looks.
- Correct Option: ii. worthiness.
Answer the following questions in brief i What…
सम्मेलन के बाद लड़की के साथ क्या हुआ…
Nobody knows for sure what happened to her after the conference. Some say she constructed a book of her own hymns, while others say she opened an academy for girls, but everyone agrees she became the first female scholar.
The king allowed the girl to attend the conference on the basis of her own merit and worthiness, as no scholar could provide a convincing example against her.
Word Classification Examples:
- Nouns: worthiness, brightness, discussion, inclusion.
- Adjectives: doubtful, careless, beautiful.
Task: Make new words by adding suffixes and state whether they are Nouns or Adjectives:
- a) clever + ness = cleverness -> Noun
- b) colour + ful = colourful -> Adjective
- c) thank + ful = thankful -> Adjective
- d) good + ness = goodness -> Noun
- e) wonder + ful = wonderful -> Adjective
- f) hope + ful = hopeful -> Adjective
- g) mild + ness = mildness -> Noun
- h) faith + ful = faithful -> Adjective
- i) thought + ful = thoughtful -> Adjective
| Column A (Verb) | Column B (Noun) | Column C (Matched Pair) |
|---|---|---|
| a) Collide | education | Collide – Collision |
| b) Include | division | Include – Inclusion |
| c) Conclude | admission | Conclude – Conclusion |
| d) Admit | confusion | Admit – Admission |
| e) Educate | inclusion | Educate – Education |
| f) Divide | collision | Divide – Division |
| g) Decide | conclusion | Decide – Decision |
| h) Confuse | decision | Confuse – Confusion |
Rule for Suffix Conversion:
- When a verb ends in
-deor-d, replacing-de/-dwith-sionforms a Noun (e.g., divide -> division, decide -> decision). - When a verb ends in
-te, replacing-tewith-tionforms a Noun (e.g., educate -> education). - When a verb ends in
-t, replacing-twith-ssionforms a Noun (e.g., admit -> admission).
Example Sentence: “Abhi went to Korba on Saturday to attend Kisaan Mela by a passenger train.”
Task: Write questions to get the underlined information:
- a) He washes his hands before taking meals.
When does he wash his hands
When does he wash his hands
- b) Children are going home.
- Question: Where are children going?
- c) Rita has taught in this school in 1988.
- Question: When did Rita teach in this school?
- d) The school will be closed in a week.
- Question: When will the school be closed?
- e) I came to school by bus.
- Question: How did you come to school?
- f) My father is an engineer.
- Question: What is your father?
- g) Sapna and Alisha are playing football.
- Question: Who are playing football?
- : ‘Wh’
Can he make delicious dishes
Can he make delicious dishes
- ii. Your father works in a bank. (does)
- Question: Does your father work in a bank?
- iii. You like to visit the Taj. (would)
- iv. He attended a birthday party yesterday. (did)
- Question: Did he attend a birthday party yesterday?
- v. I go to watch a film today. (may)
- Question: May I go to watch a film today?
- vi. The owl is a nocturnal bird. (is)
- Question: Is the owl a nocturnal bird?
- : (Helping Verbs) Yes/No
Based on Appendix-I descriptions:
Fill in the blanks with correct options
Fill in the blanks with correct options
- i. Helen Keller was born in 1880 in c) Alabama.
- ii. Helen Keller fell ill at the age of b) two.
- iii. Helen could learn about things around her by b) touching with her hand.
- iv. Although Helen learnt how to use sign language, she could not c) understand the meaning of the words.
- v. The first word Helen learnt by finger spelling was b) water.
Answer the following questions based on Helen Keller…
गंभीर रूप से बीमार होने के बाद हेलन…
After Helen became seriously ill before the age of two, she was left completely deaf and blind.
Helen learned to name things through finger spelling taught by her teacher Anne Sullivan, who signed letters into Helen’s palm while exposing her to objects like water.
Helen felt lonely because she could neither see, hear, nor speak, which cut her off from communicating with the world.
Anne Sullivan used sign language by signing letters with her own hand and pressing them into the palm of Helen’s hand.
Helen learned finger spelling when Ms. Sullivan put Helen’s hand under a water pump and spelled ‘w-a-t-e-r’ into her other hand, making her realize that signs represented names of real things.
Pick out words from the passage for the…
Pick out words from the passage for the…
- a) Unable to hear -> deaf
- b) A sudden violent uncontrolled shaking of the body -> fits
- c) Unhappy being alone -> lonely
- d) To make movement of the body to express meaning -> signs / sign language
- e) Calling out or writing the letters in a word in correct order -> spelling / finger spelling
- f) The soft part of the hand in between the fingers and wrist -> palm
Debate Topics FOR AGAINST Arguments
Debate Topics FOR AGAINST Arguments
- a. A girl cannot be a good driver.
- AGAINST: Driving is a skill acquired through practice and focus, not determined by gender. Women drive buses, trains, and fighter jets efficiently.
- b. Boys need not learn cooking.
- AGAINST: Cooking is a basic life survival skill that every human being, boy or girl, should know to be independent.
- c. We are all disabled in some way or the other.
- FOR: Everyone has certain physical, emotional, or mental limitations, so we should show empathy and respect toward one another.
Paragraph Writing A PolioAffected Childs Ambition
Paragraph Writing A PolioAffected Childs Ambition
Task: Write a paragraph about your experience at school and ambition to become an IAS officer using the hints in brackets.
Completed Paragraph:
It is a joyful experience to go to school with my brother. He carries me on his bicycle every morning. My teachers love me because I am good at Maths and I like to read the newspaper every day. Although my father cannot afford to buy expensive books, I borrow books from my friends and study hard. I am preparing for competitive exams because I want to become an IAS officer. My teachers encourage me that I can do it, and I want my parents to feel proud when I achieve my goal to serve mankind.
- : (IAS)