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CLASS 10 · FIRST FLIGHT · CHAPTER 3

Two Stories about Flying

Original student-friendly answers for Two Stories about Flying and its activities.

35 worked answersOriginal sample responses

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His First Flight

Textbook pages NCERT First Flight, Chapter 3

Question Oral Comprehension Check

Why is the young seagull afraid to fly, and what finally makes him take his first flight?

Steps only

Trace how his family encourages him.

Answer

He fears his wings will fail. His mother tempts him with food, and the dive starts his first flight.

Question Thinking about the Text

How do the seagull’s family members try to encourage him, and what lesson does he learn?

Steps only

Compare their different ways of urging him to act.

Answer

His family urges him to fly, and his mother uses food. He learns that taking a first step can overcome fear.

Question Writing

Write about a time someone encouraged you to try something difficult.

Steps only

Explain your fear, the encouragement, and what happened.

Answer

Describe the challenge, the support you received, and what you learned.

Question Oral Comprehension Check

Why does the pilot fly into the storm, how is he guided, and what mystery remains at the end?

Steps only

Follow the pilot’s choices and the help he receives.

Answer

He enters the storm and loses his instruments. A black aeroplane guides him to safety, but no such plane is recorded.

Question Thinking about the Text

What makes the story mysterious, and what are two possible explanations for the black aeroplane?

Steps only

Separate facts from possible interpretations.

Answer

The control centre reports no other plane. The helper may have been real, imagined, or supernatural; the story does not decide.

Question Thinking about the Text

Compare how the young seagull and the pilot face fear.

Steps only

Compare the source of their fear and what helps each one.

Answer

The seagull overcomes fear by trying; the pilot relies on guidance through a dangerous storm.

Question Thinking about Language

Use story details to explain the effect of descriptive language and write a short response.

Steps only

Notice how sensory details help readers picture flight and danger.

Answer

Descriptive details make the flight and storm vivid; support an answer with a relevant example.

Question Thinking about the Text 1

Why is the young seagull afraid to fly, and how is his fear like a baby learning to walk?

Steps only

State the main idea and support it with one relevant detail.

Answer

He doubts his wings will hold him; like a baby’s first steps, flying takes practice and confidence.

Question Thinking about the Text 2

What does the sight of food suggest, and what finally makes the seagull fly?

Steps only

State the main idea and support it with one relevant detail.

Answer

Hunger draws him toward the fish; he dives, spreads his wings and discovers he can fly.

Question Thinking about the Text 3

Why do the seagull’s parents threaten and encourage him to fly?

Steps only

State the main idea and support it with one relevant detail.

Answer

They want him to gain the skill needed for independence and survival.

Question Thinking about the Text 4

Give a sample experience of being encouraged to try something frightening.

Steps only

State the main idea and support it with one relevant detail.

Answer

Describe what you feared, who encouraged you and what you learned from trying.

Question Thinking about the Text 5

Is success guaranteed when we try something new? Why is trying still important?

Steps only

State the main idea and support it with one relevant detail.

Answer

Success is not certain, but trying gives us practice, learning and a chance to improve.

Question Speaking

Suggest a plan for a class presentation on one of the topics about flight.

Steps only

State the main idea and support it with one relevant detail.

Answer

Choose a topic, divide research, organise key facts and diagrams, and present the findings clearly.

Question Writing

Write a short, humorous composition about first learning a skill.

Steps only

State the main idea and support it with one relevant detail.

Answer

Tell what you tried, what went wrong, how you practised and what you learned.

Question Black Aeroplane Thinking about the Text 1

What risk does the pilot take, and why does he take it?

Steps only

State the main idea and support it with one relevant detail.

Answer

He flies into the storm to get home, believing he can cross it.

Question Black Aeroplane Thinking about the Text 2

Describe the pilot’s experience inside the storm.

Steps only

State the main idea and support it with one relevant detail.

Answer

He loses visibility, radio and direction in the storm, then follows a mysterious plane to safety.

Question Black Aeroplane Thinking about the Text 3

Why is the pilot glad to leave the Dakota after landing?

Steps only

State the main idea and support it with one relevant detail.

Answer

He is relieved because the storm flight nearly ended in disaster and he has reached safety.

Question Black Aeroplane Thinking about the Text 4

Why does the woman in the control centre look at the pilot strangely?

Steps only

State the main idea and support it with one relevant detail.

Answer

Radar showed only the Dakota, so the controller did not believe another plane had been there.

Question Black Aeroplane Thinking about the Text 5

Who might have helped the pilot reach safety? Give a reason for your view.

Steps only

State the main idea and support it with one relevant detail.

Answer

The helper may be imaginary or mysterious; the story gives evidence for the mystery but no definite answer.

Question Thinking about the Language I

Explain the meanings of ‘black’ in the six sentences in the exercise.

Steps only

State the main idea and support it with one relevant detail.

Answer

Dirty; angry; wicked; dark humour; illegal sale; badly bruised.

Question Thinking about the Language II

Explain different meanings of ‘fly’ in the phrases in the textbook exercise.

Steps only

State the main idea and support it with one relevant detail.

Answer

“Fly” can mean pilot an aircraft, move through air, be lifted by wind, display a flag or pass quickly.

Question How to Tell Wild Animals: Thinking about the Poem 1

Does “dyin’” rhyme with “lion”? How can it be pronounced to rhyme?

Steps only

State the main idea and support it with one relevant detail.

Answer

Not exactly in normal speech; the poet playfully alters “dying” to make the rhyme work.

Question How to Tell Wild Animals: Thinking about the Poem 2

How does the poet suggest identifying a lion and a tiger?

Steps only

State the main idea and support it with one relevant detail.

Answer

The poet gives absurd clues involving being attacked; the joke is that the identification comes too late.

Question How to Tell Wild Animals: Thinking about the Poem 3

Why does the poet spell “lept” and “lep” this way?

Steps only

State the main idea and support it with one relevant detail.

Answer

“Lept” is a valid variant; “lep” is playful spelling for rhyme and rhythm.

Question How to Tell Wild Animals: Thinking about the Poem 4

Give examples of popular expressions about animals.

Steps only

State the main idea and support it with one relevant detail.

Answer

Examples: “bear hug” means a strong hug; “crocodile tears” means false sorrow.

Question How to Tell Wild Animals: Thinking about the Poem 5

How could “A novice might nonplus” be written in ordinary English, and why is the poem’s version effective?

Steps only

State the main idea and support it with one relevant detail.

Answer

“A novice might be perplexed”; “nonplus” is funny and helps the rhyme.

Question How to Tell Wild Animals: Thinking about the Poem 6

Give an example of playful language in a humorous poem.

Steps only

State the main idea and support it with one relevant detail.

Answer

Use a playful rhyme, surprising image or invented word; give an example and explain why it is funny.

Question How to Tell Wild Animals: Thinking about the Poem 7

How can you explain which line of the poem you find funniest?

Steps only

State the main idea and support it with one relevant detail.

Answer

Choose a funny moment and explain how its exaggeration or wordplay creates humour.

Question The Ball Poem: Thinking about the Poem 1

Why does the poet not intrude on the boy or offer money for another ball?

Steps only

State the main idea and support it with one relevant detail.

Answer

The boy needs to face the loss; money cannot replace the memories connected to his ball.

Question The Ball Poem: Thinking about the Poem 2

Has the boy had the ball for a long time, and is it linked to memories?

Steps only

State the main idea and support it with one relevant detail.

Answer

The ball is tied to long-held memories of childhood play, which makes its loss painful.

Question The Ball Poem: Thinking about the Poem 3

What does “in the world of possessions” mean?

Steps only

State the main idea and support it with one relevant detail.

Answer

It is the world of things people own and lose, and the boy must learn to accept that loss.

The Black Aeroplane

Textbook pages NCERT First Flight, Chapter 3

Question Oral Comprehension Check

Why does the pilot fly into the storm, how is he guided, and what mystery remains at the end?

Steps only

Follow the pilot’s choices and the help he receives.

Answer

He enters the storm and loses his instruments. A black aeroplane guides him to safety, but no such plane is recorded.

Question Thinking about the Text

What makes the story mysterious, and what are two possible explanations for the black aeroplane?

Steps only

Separate facts from possible interpretations.

Answer

The control centre reports no other plane. The helper may have been real, imagined, or supernatural; the story does not decide.

Question Thinking about the Text

Compare how the young seagull and the pilot face fear.

Steps only

Compare the source of their fear and what helps each one.

Answer

The seagull overcomes fear by trying; the pilot relies on guidance through a dangerous storm.

Question Thinking about Language

Use story details to explain the effect of descriptive language and write a short response.

Steps only

Notice how sensory details help readers picture flight and danger.

Answer

Descriptive details make the flight and storm vivid; support an answer with a relevant example.