# Open Letter to UN Secretary-General Antonio Guterres - Grade 10 English Notes
## Unit 1: Current Affairs & Issues - Complete Chapter with All Exercises - NEB Curriculum

## 🎯 Chapter Overview
What happens when children's voices aren't heard in the most important decisions affecting their future? This compelling open letter addresses one of the most pressing issues of our time - climate change - from a unique perspective: the exclusion of children under 18 from global climate decision-making processes.

Through this formal letter to UN Secretary-General Antonio Guterres, organizations like Save the Children and Child Rights Connect advocate for meaningful inclusion of young climate activists in international policy discussions. The letter showcases how children worldwide have become powerful agents of change, sparked by figures like Greta Thunberg.

This chapter combines reading comprehension, formal letter analysis, and advanced grammar practice while exploring themes of youth activism, climate justice, and the importance of inclusive decision-making in global governance.

**Skills Focus:** Formal Letter Analysis, Advanced Reading Comprehension, Reported Speech, Letter Writing  
**Time Required:** 8-10 periods

## 📚 Learning Objectives
After studying this chapter, you will be able to:
- Analyze formal letters and understand their structure and purpose
- Extract key arguments and supporting evidence from advocacy texts
- Understand vocabulary related to climate change, activism, and international organizations
- Master complex reported speech transformations
- Write formal letters to authorities requesting action
- Evaluate the role of youth in global decision-making processes
- Discuss climate change issues and potential solutions
- Apply reading comprehension techniques effectively

## 📖 Reading Text: Open Letter to UN Secretary-General Antonio Guterres

### Letter Header and Address
**His Excellency Antonio Guterres**  
United Nations Secretary-General  
United Nations Secretariat  
42nd Street, New York, NY 10017  

**Date:** 7 August 2020  

**RE:** Inclusion of children in the Youth Advisory Group on Climate Change

### Opening and Congratulations
Your Excellency,

Congratulations on your recent announcement of seven young climate leaders between the ages of 18 and 28 years old to your **Youth Advisory Group on climate change**, who will advise you regularly on **accelerating** global action and the ambition to **tackle** the worsening climate crisis. We appreciate this important focus on bringing young leaders into **decision-making** and planning processes related to climate action. We also welcome the **emphasis** you place on receiving and giving **frank** and fearless advice, and the urgency of **holding** government and **corporate** leaders to **account** on climate action.

### The Core Concern
We are disappointed, however, that you have not expanded this list of young climate leaders to children in all their **diversity**. Millions of children took part in school strikes for climate action in 2019 and early 2020 and **demonstrated** their **outrage** and constructive solutions in equal measure. They have been **agents** of change in the climate debate using their channels of **influence** - schools, social media, and street protest - to **catalyse** **global** **activism** on the climate crisis.

We have seen children from the global North to the global South **engaging** with political and corporate leaders - in their home countries and also within the international system - most recently at the UN Human Rights Council - claiming their right to a safe, clean, healthy and sustainable environment as critical foundation to realizing their wellbeing and rights.

### Youth Leadership Examples
It was, after all, a child, **Greta Thunberg**, who sparked this global movement through an **inspiring** solo protest in 2018. By 2019, she was able to rightly **assert**: "We proved that it does not matter what you do and that no one is too small to make a difference." In 2020, children are saying the same thing.

Like **Fabrizio**, a 16-year-old boy from Peru, who told us on a recent child-led online conversation, "The Future of Children is **at stake** now, tomorrow will be too late." Children like Fabrizio are vocal in their **anxiety** that our dash to **economic** recovery will scupper climate change and **net-zero** **commitments**. They continue to pressure us all for urgency, and to fight for a green recovery.

### Final Request and Conclusion
Once again, Secretary-General, we congratulate you on the **establishment** of the Youth Advisory Group on climate change. We ask, however, that it be **inclusive** of children and **adolescents** younger than 18; respecting their right to be heard and to contribute their **expertise** directly. We also ask that as preparations for COP26 advance, you call for the UK and Italy to give children a safe space to influence these upcoming preparatory events.

We would of course be happy to support a process that facilitates meaningful engagement with children across the globe on both your Group and COP26.

If the last two years have taught us anything it is that children, armed with information and a sense of purpose, have a unique role to play by participating in decision-making processes and in combating crises with constructive solutions. Let us make sure that we learn and apply this lesson to the planning process related to climate action.

**Sincerely Yours,**  
Save the Children  
Child Rights Connect

## 📝 Advanced Vocabulary Development

### Key Terms with Context
| Word | Pronunciation | Definition | Context Usage |
|------|---------------|------------|---------------|
| **Accelerating** | /əkˈsɛləreɪtɪŋ/ | Making something happen more quickly | Accelerating global climate action |
| **Account** | /əˈkaʊnt/ | Responsibility; being answerable | Holding leaders to account |
| **Activism** | /ˈæktɪvɪzəm/ | Using vigorous campaigning for change | Global climate activism |
| **Adolescent** | /ˌædəˈlɛsənt/ | Young person developing into adult | Children and adolescents under 18 |
| **Agent** | /ˈeɪdʒənt/ | Person taking active role | Agents of change |
| **Anxiety** | /æŋˈzaɪəti/ | Worry about uncertain outcomes | Children's anxiety about future |
| **Assert** | /əˈsɜrt/ | State confidently and forcefully | Greta's assertion about making difference |
| **Catalyze** | /ˈkatəlʌɪz/ | Cause or accelerate reaction | Catalyze global activism |
| **Commitment** | /kəˈmɪtmənt/ | Dedication to cause or promise | Net-zero commitments |
| **Corporate** | /ˈkɔːpərət/ | Relating to large companies | Corporate leaders |
| **Decision-making** | /dɪˈsɪʒnˌmeɪkɪŋ/ | Process of making important choices | Youth in decision-making |
| **Demonstrate** | /ˈdɛmənstreɪt/ | Show or prove clearly | Demonstrated their outrage |
| **Diversity** | /daɪˈvɜːsɪti/ | Range of different backgrounds | Children in all their diversity |
| **Economic** | /ˌiːkəˈnɒmɪk/ | Relating to economy | Economic recovery |
| **Emphasis** | /ˈɛmfəsɪs/ | Special importance given | Emphasis on frank advice |
| **Engage** | /ɪnˈɡeɪdʒ/ | Participate or become involved | Engaging with leaders |
| **Establishment** | /ɪˈstæblɪʃmənt/ | Action of setting up | Establishment of advisory group |
| **Expertise** | /ˌɛkspɜːˈtiːz/ | Expert knowledge | Children's expertise |
| **Frank** | /fræŋk/ | Open, honest, direct | Frank and fearless advice |
| **Global** | /ˈɡləʊbl/ | Relating to whole world | Global climate movement |
| **Inclusive** | /ɪnˈkluːsɪv/ | Including everyone | Inclusive advisory group |
| **Influence** | /ˈɪnflʊəns/ | Capacity to affect others | Channels of influence |
| **Inspiring** | /ɪnˈspɪrɪtɪŋ/ | Uplifting, encouraging | Inspiring solo protest |

### Climate Change Vocabulary
- **Net-zero**: Achieving balance between greenhouse gas emissions and removal
- **COP26**: 26th UN Climate Change Conference of Parties
- **Green recovery**: Economic recovery prioritizing environmental sustainability
- **Climate crisis**: Urgent global environmental emergency
- **Sustainable environment**: Environment maintained without depletion

## 📋 Exercise Solutions

### A. Fill in the blanks with correct words

| Sentence | Missing Word | Answer |
|----------|--------------|---------|
| The _____ headquarters of the company is in Dubai. | corporate | **corporate** |
| According to Greta, the leaders are failing to _____ the key issues. | tackle | **tackle** |
| Some viruses _____ the step in production of other viruses. | catalyse | **catalyse** |
| His _____ in business helped him greatly to run the company. | expertise | **expertise** |
| Nepal governing plans to reduce carbon dioxide emissions to _____. | net-zero | **net-zero** |
| He doesn't have good knowledge of business. So, he has put his investment _____. | at stake | **at stake** |
| His controversial remarks caused public _____. | outrage | **outrage** |

### B. True/False/Not Given Analysis

| Statement | Answer | Explanation |
|-----------|---------|-------------|
| Save the Children congratulates Antonio Guterres on his recent appointment as General Secretary | **Not Given** | Letter congratulates on Youth Advisory Group announcement, not appointment |
| Youth Advisory Group was announced at request of children between 18-21 years | **False** | Group consists of people 18-28 years old, not requested by children |
| Dissatisfaction is that representation of children is not inclusive | **True** | Main complaint is exclusion of children under 18 |
| Greta Thunberg protested for right to safe, clean, healthy environment | **True** | Text mentions children claiming this right |
| Children demand their physical safety in UK and Italy | **Not Given** | Text mentions "safe space to influence" events, not physical safety |
| Children think they can participate in decision-making to fight climate crisis | **True** | Letter emphasizes children's unique role in decision-making |

### C. Comprehensive Questions and Answers

**a. Where is the office of the UN Secretary-General?**
**Answer:** The office of the UN Secretary-General is located at the United Nations Secretariat, 42nd Street, New York, NY 10017.

**b. What is the purpose of writing this letter to Antonio Guterres?**
**Answer:** The purpose of writing this letter is to request the inclusion of children and adolescents younger than 18 in the Youth Advisory Group on Climate Change, advocating for their right to be heard and contribute their expertise to climate decision-making processes.

**c. Why was the Youth Advisory Group announced?**
**Answer:** The Youth Advisory Group was announced to advise the UN Secretary-General regularly on accelerating global action and increasing ambition to tackle the worsening climate crisis.

**d. What roles have children played in the time of climate crisis?**
**Answer:** Children have played crucial roles as:
- **Agents of change** in climate debate
- **Activists** using schools, social media, and street protests
- **Catalysts** for global climate activism
- **Advocates** engaging with political and corporate leaders
- **Rights claimants** demanding safe, clean, healthy, and sustainable environment

**e. Describe Greta Thunberg and Fabrizio's contributions.**
**Answer:** 
- **Greta Thunberg**: Sparked the global climate movement through an inspiring solo protest in 2018, proving that "no one is too small to make a difference"
- **Fabrizio** (16-year-old from Peru): Represents children's anxiety about climate future, stating "The Future of Children is at stake now, tomorrow will be too late," and pressures for urgency in climate action and green recovery

**f. What is the final demand of the children?**
**Answer:** The final demand includes:
- Making the Youth Advisory Group **inclusive** of children and adolescents younger than 18
- Respecting their **right to be heard** and contribute expertise directly
- Calling for UK and Italy to provide children **safe space to influence** COP26 preparatory events
- Facilitating **meaningful engagement** with children globally on climate issues

### D. Student Role in Climate Action

**As a student, what roles can you play to control climate change and its effects?**

**Individual Actions:**
- **Reduce carbon footprint**: Use public transport, walk, cycle instead of private vehicles
- **Energy conservation**: Turn off lights, unplug electronics, use energy-efficient appliances
- **Water conservation**: Take shorter showers, fix leaks, use refillable bottles
- **Sustainable consumption**: Reduce meat consumption, choose local products, minimize waste

**Educational and Advocacy Roles:**
- **Climate education**: Learn and share knowledge about climate science and solutions
- **Peer influence**: Educate classmates and friends about environmental issues
- **School initiatives**: Organize eco-clubs, tree planting, waste reduction programs
- **Digital activism**: Use social media responsibly to raise climate awareness

**Community Engagement:**
- **Local advocacy**: Participate in community environmental projects
- **Policy engagement**: Write to local representatives about climate concerns
- **Sustainable practices**: Promote recycling, composting, and green transportation
- **Youth movements**: Join climate action groups and environmental organizations

**Long-term Impact:**
- **Career choices**: Consider environmental careers and sustainable technologies
- **Lifestyle changes**: Adopt long-term sustainable living practices
- **Leadership development**: Prepare to become future environmental leaders
- **Global citizenship**: Understand climate change as global challenge requiring collective action

## 🎯 Grammar Focus: Advanced Reported Speech

### A. Multiple Choice - Reported Speech Rules

**Choose the correct alternatives:**

| Direct Speech | Reported Speech Options | Correct Answer |
|---------------|------------------------|----------------|
| Abhilasha said, "I witnessed the accident." | a) witnesses b) **witnessed** c) had witnessed | **b) witnessed** |
| Teacher: "The earth revolves round the sun." | a) **revolves** b) revolved c) had revolved | **a) revolves** (Universal truth) |
| Smarika says, "I can't stay here anymore." | a) couldn't b) **can't** c) won't | **b) can't** (Present reporting verb) |
| Sachita says, "I love to listen to music." | a) loved b) **loves** c) had loved | **b) loves** (Present reporting verb) |
| Brother: "I have completed my homework." | a) has completed b) **had completed** c) completed | **b) had completed** |
| Father: "The sun is very hot." | a) **is** b) was c) had been | **a) is** (Universal truth) |
| Jennifer said, "I want to be a nurse." | a) **wants** b) wanted c) had wanted | **a) wants** (Present intention) |

### B. Direct to Reported Speech Transformations

**Transform the following sentences:**

| Direct Speech | Reported Speech |
|---------------|-----------------|
| Raima said, "We had to cross the river and go ahead." | Raima said that they had had to cross the river and go ahead. |
| Smarika said, "I will meet you tomorrow, friends." | Smarika told her friends that she would meet them the following day. |
| "I can't come to school tomorrow," Chandani said. | Chandani said that she couldn't come to school the following day. |
| Dorje said, "Sorry, I cannot lend you any money today." | Dorje apologized and said that he could not lend me any money that day. |
| Teacher: "Now, you can solve the remaining problems." | The teacher said that we could solve the remaining problems then. |
| Police: "The incident probably took place yesterday." | The police said that the incident had probably taken place the day before. |
| I said to him, "I live in Changunarayan these days." | I told him that I lived in Changunarayan those days. |
| They said to us, "We would like to join you too." | They told us that they would like to join us too. |
| Science teacher: "Coal gives off thick smoke." | The Science teacher said that coal gives off thick smoke. |
| Resham: "I have never seen such a strange animal." | Resham said that she had never seen such a strange animal anywhere. |
| Father: "I love my children more than wealth." | The father said that he loved his children more than wealth. |

### Key Grammar Rules Applied:
1. **Past reporting verbs**: Tense shifts (present→past, past→past perfect)
2. **Present reporting verbs**: No tense change required
3. **Universal truths**: No tense change (earth revolves, sun is hot)
4. **Time expressions**: tomorrow→the following day, yesterday→the day before
5. **Pronoun changes**: I→he/she, you→I/they, we→they
6. **Modal verbs**: can→could, will→would, may→might

## ✍️ Writing Practice: Formal Letter to Local Authority

### Sample Letter to Mayor

**Your Address**  
Lalitpur  
March 3, 2023

**The Mayor**  
Lalitpur Metropolitan City  
Lalitpur, Nepal

**Subject:** Request for Children's Representation in Municipal Decision-Making

Dear Sir/Madam,

I am writing to express my concern regarding the **lack of representation** of children in decision-making processes that directly affect their welfare and future in our metropolitan city.

As a responsible citizen and student, I believe it is **imperative** that we involve children's representatives in discussions about issues that impact their lives, education, health, and overall development. Children are often the most vulnerable members of our community, and their perspectives deserve consideration in municipal planning.

**Specific Requests:**
- **Establish a Children's Advisory Council** with representatives from different age groups and backgrounds
- **Include youth voices** in education policy, playground development, and safety measures
- **Create safe spaces** for children to express their concerns and suggestions
- **Implement child-friendly complaint mechanisms** for issues affecting them

The global climate movement has demonstrated that children, when given information and platform, can contribute meaningfully to solving complex problems. By involving them in local governance, we can:
- Foster **civic responsibility** from early age
- Ensure **inclusive decision-making** that considers all community members
- Create more **effective solutions** to local challenges
- Build **sustainable community development**

I would be grateful if you could consider establishing formal mechanisms for children's participation in municipal governance. This initiative would demonstrate our commitment to **democratic values** and **inclusive development**.

Thank you for your attention to this important matter. I look forward to your positive response.

Sincerely,  
[Your Name]  
[Your School/Address]

### Letter Writing Tips:
1. **Formal structure**: Address, date, recipient, subject, body, closing
2. **Clear purpose**: State request in subject line and opening paragraph
3. **Supporting arguments**: Provide logical reasons for your request
4. **Specific suggestions**: Offer concrete solutions, not just complaints
5. **Respectful tone**: Use formal language and courteous expressions
6. **Call to action**: Clearly state what you want the recipient to do

## 📖 Reading Comprehension Techniques

### Four Essential Reading Strategies

**1. Skimming**
- **Purpose**: Get general overview of content quickly
- **Technique**: Read title, headings, first/last paragraphs, topic sentences
- **When to use**: Previewing material, checking relevance, time constraints
- **Example**: Quickly reviewing newspaper to find interesting articles

**2. Scanning**
- **Purpose**: Find specific information rapidly
- **Technique**: Look for keywords, numbers, names, dates
- **When to use**: Searching for phone numbers, specific facts, answers to questions
- **Example**: Finding Antonio Guterres' address in the letter header

**3. Intensive Reading**
- **Purpose**: Complete understanding and analysis
- **Technique**: Read slowly, analyze every word, take notes, reread sections
- **When to use**: Academic texts, important documents, complex arguments
- **Example**: Analyzing the letter's persuasive techniques and arguments

**4. Extensive Reading**
- **Purpose**: General comprehension and enjoyment
- **Technique**: Read at comfortable pace, don't worry about every detail
- **When to use**: Pleasure reading, building reading fluency, background knowledge
- **Example**: Reading novels, magazines, blogs for general information

### Additional Comprehension Strategies

**Previewing**: Examine title, author, publication date, headings before reading
**Visualizing**: Create mental images of described situations or concepts
**Questioning**: Ask yourself questions about content as you read
**Summarizing**: Restate main points in your own words after reading sections
**Making Connections**: Relate new information to prior knowledge and experience
**Monitoring**: Check your understanding and adjust reading speed accordingly

## ✅ Chapter Assessment Checklist

**Reading Comprehension Mastery:**
- [ ] I can identify main arguments and supporting evidence in formal letters
- [ ] I understand the structure and purpose of advocacy correspondence
- [ ] I can distinguish between facts and opinions in persuasive texts
- [ ] I can analyze how writers use evidence to support their claims

**Vocabulary Development:**
- [ ] I know 25+ terms related to climate change and activism
- [ ] I can use formal vocabulary appropriately in writing
- [ ] I understand the difference between formal and informal language
- [ ] I can recognize word families and root meanings

**Grammar Excellence:**
- [ ] I can transform direct speech to reported speech accurately
- [ ] I understand when tenses change and when they remain the same
- [ ] I can use appropriate reporting verbs for different speech acts
- [ ] I can handle complex pronoun and time reference changes

**Writing Skills:**
- [ ] I can write formal letters following proper structure
- [ ] I can make persuasive arguments supported by evidence
- [ ] I can adapt my tone and language to different audiences
- [ ] I can proofread and edit my writing for clarity and correctness

## 🎊 Conclusion

This powerful open letter demonstrates how formal writing can be used to advocate for important social causes. Through studying this text, you've not only improved your English language skills but also learned about the vital role young people play in addressing global challenges like climate change.

The letter's structure, arguments, and language choices provide an excellent model for effective advocacy writing. Whether you're writing to local authorities, international organizations, or other stakeholders, the principles demonstrated here - clear purpose, respectful tone, evidence-based arguments, and specific requests - will serve you well.

As future leaders and global citizens, you now have both the linguistic tools and the inspiration to make your voices heard on issues that matter to you and your community.

**Remember**: Effective communication can change the world - use your English skills to advocate for positive change and inclusive decision-making in your community and beyond!
