GSEB Class 10 English Solutions Chapter 3 Two Stories about Flying

Part I: His First Flight

Thinking about the Text

Question 1. Why was the young seagull afraid to fly ? Do you think all young birds are afraid to make their first flight, or are some birds more timid than others ? Do you think a human baby also finds it a challenge to take its first step?
Answer: The young seagull was scared to fly as it was his initial flight. It is a well-known fact that attempting something for the first time is challenging. Therefore, all young birds must feel scared before their first flights. Similarly, a human baby would also find it difficult to take its initial step.
In simple words: The young seagull was scared of his first flight. All young birds and human babies find their initial attempts challenging.

Exam Tip: When discussing fears, always link them to the character's inexperience or a specific challenge, and draw parallels to human experiences for a richer answer.

Question 2. “The sight of the food maddened him.” What does this suggest ? What compelled the young seagull to fly finally ? (August 20)
Answer: The young seagull was extremely hungry. This hunger ultimately made him fly. His hunger only grew stronger when he observed his mother tearing a piece of fish that lay at her feet. He cried to her, pleading for some food. When his mother approached him with food in her beak, he shrieked with joy and eagerness. However, she stopped halfway. He wondered why she didn't come closer. Unable to resist or manage his hunger any longer, he dived at the food in his mother's beak. At that moment, his hunger overcame his fear of the vast stretch of sea below the cliff. Finally, this plunge was followed by his body's natural reaction, which was to fly.
In simple words: The seagull's intense hunger for the fish he saw his mother with made him dive and, as a result, compelled him to fly, overcoming his fear.

Exam Tip: Focus on identifying the primary motivation (hunger) and the chain of events that led to the seagull's first flight, emphasizing cause and effect.

Question 3. “They were beckoning to him, calling shrilly.” Why did the seagull's father and mother threaten him and cajole him to fly?
Answer: The young seagull was scared to fly. Even when he observed his siblings flying, and his parents helping and teaching them, he could not gather enough courage to make that initial flight. That is why his father and mother were calling to him loudly and scolding him. They threatened to let him starve on his ledge if he did not fly. They did so because they wanted him to leave his fear behind and learn to fly.
In simple words: The parents threatened and urged the young seagull to fly because he was scared, and they wanted him to conquer his fear and become independent.

Exam Tip: Highlight the parents' intention to push the young seagull towards independence and overcoming fear, even if their methods seemed harsh.

Question 4. Have you ever had a similar experience, where your parents encouraged you to do something that you were too scared to try ? Discuss this in pairs or groups.
Answer: (Suggested Answer) Yes, I had a similar experience while learning to ride a bicycle in class V. In my initial attempts, I fell down every time and developed a fear of cycling which was difficult to overcome. No amount of provoking and coaxing could make me try it again, but my father encouraged me to overcome the fear and helped me as he was insistent on my learning cycling. He took me on a small hill near our village and made me sit and asked me to put my hands on the handles and feet on the pedals. It sped down, and I enjoyed it without fear, which greatly boosted my confidence. Thus, I overcame my fear of cycling and started riding a cycle after a few practice sessions.
In simple words: Yes, I remember when my father encouraged me to learn cycling, even though I was scared. He helped me practice, and I eventually overcame my fear and learned to ride.

Exam Tip: When sharing personal experiences, always relate them back to the theme of overcoming fear with parental support, making sure to include a clear beginning, middle, and end to the anecdote.

Question 5. In the case of a bird flying, it seems a natural act, and a foregone conclusion that it should succeed. In the examples you have given in answer to the previous question, was your success guaranteed, or was it important for you to try, regardless of a possibility of failure?
Answer: We encounter some difficulties in the initial stage while acquiring a new skill. Due to the fear of failure, we hesitate to perform a task or to try something new. In the case of the seagull, his parents encouraged him to fly. In the example I gave in the answer to the previous question, my father urged me to learn cycling. So, at that stage, it was very important for me to conquer my fear. Yes, my success was assured because if someone is determined to accomplish something, then success is guaranteed. Moreover, as it's often said, practice makes a person perfect.
In simple words: Trying is crucial, even if success isn't guaranteed initially. In new activities like flying or cycling, facing fear and making an effort is key to eventual success, and persistence often leads to positive results.

Exam Tip: Emphasize the importance of effort and determination in overcoming initial fears and challenges, noting that success often comes through perseverance and practice.

Part II: The Black Aeroplane

Thinking about the Text

Question 1. “I'll take the risk”. What is the risk? Why does the narrator take it ?
Answer: A huge storm was gathering, and the author was eager to reach his home to spend his holiday with his family. So, he chose to fly through the storm as he did not want to miss the opportunity to see his family at breakfast. Thus, he took the risk even when visibility was almost zero in the storm.
In simple words: The risk was flying through a large storm with almost no visibility. The narrator took this risk because he desperately wanted to get home for breakfast with his family and avoid missing his holiday.

Exam Tip: Identify the specific danger (storm, low visibility) and the strong personal motivation (family, holiday) that drove the narrator's decision.

Question 2. Describe the narrator's experience as he flew the aeroplane into the storm. (March 20)
Answer: As the pilot (author) went into the storm, his plane began jumping and twisting. He could not observe anything outside the plane as it was completely dark. When he checked the compass and other instruments, they had stopped working due to the storm. It was a terrifying and frightening experience for him. The fuel tank was nearly empty, and he could not fly for more than ten minutes. Then he saw another black aeroplane by his side, and the pilot of that plane signalled him to follow.
In simple words: Inside the storm, the narrator's plane violently shook, and all his instruments failed. He was lost in the dark with low fuel, feeling terrified until another black aeroplane appeared and signalled him to follow.

Exam Tip: Detail the sensory experiences (shaking, darkness) and the failures of critical equipment (compass, instruments, fuel) to emphasize the intensity of the narrator's ordeal.

Question 3. Why does the narrator say, “I landed and was not sorry to walk away from the old Dakota.......”?
Answer: After landing, the narrator was not regretful to leave the old Dakota because he had a dreadful and scary experience flying that plane. He was happy that he had landed the plane safely. That is why he was not regretful to walk away. Instead, he wanted to know where he was and who the other pilot was.
In simple words: The narrator wasn't sorry to leave his old Dakota because of the terrifying experience he had flying it through the storm. He was simply relieved to be safe and wanted to find the pilot who helped him.

Exam Tip: Connect the narrator's relief to the intense fear he experienced, showing that his desire to escape the immediate situation (the plane) was greater than any attachment to it.

Question 4. What made the woman in the Control Centre look at the narrator strangely ?
Answer: The woman in the Control Centre looked at the narrator strangely because he asked her about the black aeroplane, and she saw no other plane in the sky during the storm. Even the radar displayed only the narrator's plane that night in the sky.
In simple words: The Control Centre woman looked at the narrator strangely because her radar showed no other plane in the sky during the storm, making his story of a black aeroplane helping him impossible.

Exam Tip: The key point is the discrepancy between the narrator's experience and the radar information available to the control tower, creating the mystery.

Question 5. Who do you think helped the narrator to reach safely ? Discuss this among yourselves and give reasons for your answer.
Answer: It is very hard to say who the unknown pilot was that helped the narrator. But probably it was the narrator himself that helped him to overcome the fear in the storm as no other plane was visible on the radar except the narrator's Dakota plane. In that frightening situation, he might have been imagining things. He himself was a skilled and brave pilot who helped himself land safely.
In simple words: It's difficult to say for sure who helped the narrator. Given that no other plane was on radar, it's possible the narrator was hallucinating due to stress and effectively guided himself to safety, showing his own skill and courage.

Exam Tip: Consider both supernatural and psychological explanations, grounding your argument in the information given (e.g., radar showing no other planes) and the narrator's mental state.

Thinking about Language

Question 1. Study the sentences given below:
(a) They looked like black mountains.
(b) Inside the clouds, everything was suddenly black.
(c) In the black clouds near me, I saw another aeroplane.
(d) The strange black aeroplane was there.
The word 'black' in sentences (a) and (c) refers to the very darkest colour. But in (b) and (d) (here) it means without light /with no light. 'Black' has a variety of meanings in different contexts. For example: (a) 'I prefer black tea' means 'I prefer tea ' without milk. (b) 'With increasing pollution the future of the world is black' means 'With increasing pollution the future of the world is very depressing/without hope'. Now, try to guess the meanings of the word 'black' in the sentences given below. Check the meanings in the dictionary and find out whether you have guessed right:
(1) Go and have a bath, your hands and face are absolutely black.
(2) The taxi-driver gave Ratan a black look as he crossed the road when the traffic light was green.
(3) The bombardment of Hiroshima is one of the blackest crimes against humanity.
(4) Very few people enjoy Harold Pinter's black comedy.
(5) Sometimes shopkeepers store essential goods to create false scarcity and then sell these in black.
(6) Villagers had beaten the criminal black and blue.
Answer:
(1) The meaning of 'black' in this sentence is that the face and hands are dark because of dirt.
(2) Here, 'black' refers to an angry look.
(3) Here, 'blackest' refers to the darkest and cruellest crime against humanity.
(4) Here, 'black' refers to dark and gloomy comedy.
(5) The meaning of 'black' in this sentence is that the shopkeepers sell the described goods 'at a higher price'.
(6) Here, 'black' means that the criminal suffered excessive beating at the hands of the villagers.

Exam Tip: Pay close attention to context when determining the meaning of polysemous words like 'black'. The surrounding words and overall sentence structure will guide you to the correct interpretation.

Question 2. Match the phrases given under column 'A' with their meanings given under column 'B':

Exam Tip: When matching phrases, look for the core meaning of the idiom rather than the literal meaning of individual words. Consider how the phrase is used in context.

Question 3. We know that the word 'fly' (of birds / insects) means to move through air using wings. Tick the words which have the same or nearly the same meaning.
swoop - flit – paddle – flutter
ascend - float - ride - skin
sink – dart – hover – glide
descend – soar – shoot – spring
stay – fall - sail – flap
Answer: The words meaning 'to move through air using wings' are: swoop, flit, float, flutter, skim, dart, hover, glide, soar, sail.
In simple words: The words that mean 'to move through air with wings' include swoop, flit, float, flutter, skim, dart, hover, glide, soar, and sail.

Exam Tip: Distinguish between words that describe general movement and those specifically related to aerial movement using wings or air currents. "Paddle" and "ride" are typically not associated with winged flight.

GSEB Class 10 English Two Stories about Flying Additional Important Questions and Answers

Part I: His First Flight

Read the following passages and select the most appropriate answers for the questions given below them:

Question 1. That was twenty-four hours ago. Since then nobody had come near him. The day before, all day long, he had watched his parents flying about with his brothers and sister, perfecting S them in the art of flight, teaching them how t to skim the waves and how to dive for fish. He had, in fact, seen his older brother catch his first herring and devour it, standing on a rock, while his parents circled around raising a proud cackle. And all the morning the whole S family had walked about on the big plateau midway down the opposite cliff taunting him f with his cowardice. The sun was now ascending the sky, blazing on his ledge that faced the south. He felt the heat because he had not eaten since the previous nightfall.
1. The young seagull had been alone for the last ........ day/days.
A. one
B. two
C. three
D. four
Answer: (A) one
In simple words: The young seagull had been alone for one whole day, as mentioned in the passage.

Exam Tip: For passage-based questions, always refer directly to the text to find factual answers, avoiding assumptions or outside knowledge.

2. The brothers and sister of the young seagull were learning from their parents
A. perfection in their art of flight.
B. skill of skimming the waves.
C. skill of diving for fish.
D. All of these three
Answer: (D) All of these three
In simple words: The passage says his parents were teaching his siblings all three things: perfecting flight, skimming waves, and diving for fish.

Exam Tip: Read option 'D' carefully when it includes "All of these." If all previous options are supported by the text, then 'D' is likely the correct answer.

3. The young seagull's parents were greatly happy as
A. his older brother had caught a fish for them to eat.
B. his older brother had caught his first fish.
C. he had caught his first fish to eat.
D. he had already learnt the skill of flying and diving.
Answer: (B) his older brother had caught his first fish.
In simple words: His parents were very happy because his older brother had successfully caught his very first fish, a significant achievement for a young bird.

Exam Tip: Look for specific actions and the corresponding reactions described in the passage. The text explicitly states the older brother caught his "first herring" and the parents "circled around raising a proud cackle."

4. The young seagull was feeling heat because
A. his parents were taunting him for his cowardice.
B. he had been away from a water body for a very long time.
C. he had not eaten since the previous nightfall.
D. None of these three
Answer: (C) he had not eaten since the previous nightfall.
In simple words: The young seagull was feeling hot because he had not consumed any food since the night before, leading to hunger and weakness.

Exam Tip: Be precise with cause and effect. While the sun was blazing, the text directly links his feeling of heat to not having eaten since nightfall, implying hunger was the primary reason for his discomfort.

Question 2. 'Ga, ga, ga,' he cried begging her to bring him some food. 'Gaw-col-ah,' she screamed back derisively. But he kept calling plaintively, and after a minute or so he uttered a joyful scream. His mother had picked up a piece of the fish and was flying across to him with it. He leaned out eagerly, tapping the rock with his feet, trying to get nearer to her as she flew across. But when she was just opposite to “him, she halted, her wings motionless, the piece of fish in her beak almost within reach of his beak. He waited a moment in surprise, wondering why she did not come nearer, and then, maddened by hunger, he dived at the fish. With a loud scream he fell outwards and downwards into space. Then a monstrous terror seized him and his heart stood still. He could hear nothing. But it only lasted a minute. The next moment he felt his wings spread outwards.
1. What does the expression 'she screamed back derisively' suggest ?
A. Happiness
B. Pride
C. Unwillingness
D. Wisdom
Answer: (C) Unwillingness
In simple words: 'She screamed back derisively' indicates her unwillingness or scornful refusal to give him food directly, aiming to make him try flying himself.

Exam Tip: "Derisively" implies scorn or ridicule. In this context, it suggests the mother's refusal to simply give in to his begging, thereby showing an unwillingness to feed him without effort from his side.

2. In this extract, we can read about the mother's effort to
A. enable the young one to fly.
B. make the young one starve.
C. help the young one find food.
D. All of these three
Answer: (A) enable the young one to fly.
In simple words: The mother's actions, like holding the fish just out of reach, were a clear effort to compel her young one to take flight.

Exam Tip: Analyze the mother's actions. While hunger was a tool, the ultimate goal was to make the young seagull overcome his fear and learn to fly, making option A the most accurate.

3. The young one dared to dive at the fish as
A. he had to obey the wish of his parents,
B. he had been terribly hungry.
C. he had already learnt the skill of diving.
D. None of these three
Answer: (B) he had been terribly hungry.
In simple words: The young seagull dived for the fish because his intense hunger had overcome his fear of falling.

Exam Tip: The passage clearly states "maddened by hunger, he dived at the fish." This direct statement provides the most accurate reason for his action.

4. The words 'he felt his wings spread outwards' suggest that
A. the young one learnt to fly.
B. the young one decided to fly.
C. the young one would never be able to fly.
D. the young one's mother flew away disappointedly.
Answer: (A) the young one learnt to fly.
In simple words: The phrase "he felt his wings spread outwards" signifies that the young seagull instinctively began to fly, successfully learning the crucial skill.

Exam Tip: This phrase marks the turning point where instinct takes over fear, directly leading to the act of flight. It indicates a successful acquisition of the skill rather than just a decision.

Question 3. Then he completely forgot that he had not always been able to fly, and commended himself to dive and soar and curve, shrieking shrilly. He was near the sea now, flying straight over it, facing straight out over the ocean. He saw a vast green sea beneath him, with little ridges moving over it and he turned his beak sideways and cawed amusedly. His parents and his brothers and sister had landed on this green flooring ahead of him. They were beckoning to him, calling shrilly. He dropped his legs to stand on the green sea. s His legs sank into it. He screamed with fright and attempted to rise again flapping his wings. But he was tired and weak with hunger and he could not rise, exhausted by the strange exercise. His feet sank into the green sea, and then his belly touched it and he sank no farther. He was floating on it, and around him his family was screaming, praising him and their beaks were offering him scraps of dogfish. He had made his first flight.
1. One of the following is not the skill that a seagull has to adopt for preying:
A. Diving
B. Soaring
C. Curving
D. Shrieking
Answer: (D) Shrieking
In simple words: Shrieking is a sound, not a skill for hunting. Diving, soaring, and curving are all movements a seagull uses to catch food.

Exam Tip: Carefully differentiate between actions related to flight and hunting (diving, soaring, curving) and sounds or vocalizations (shrieking), which are not a method of preying.

2. The sound word / s used in this extract is/are
A. shrieking
B. cawing
C. screaming
D. All of these three.
Answer: (D) All of these three.
In simple words: The passage uses all three words – shrieking, cawing, and screaming – to describe the sounds made by the seagull family.

Exam Tip: When asked to identify specific words from an extract, scan the text for their exact appearance. If multiple options are present, select the one that includes all valid mentions.

3. The young seagull was greatly frightened when
A. his belly touched the sea water.
B. his legs sank into the sea water.
C. his family started screaming.
D. he started floating on the sea water.
Answer: (B) his legs sank into the sea water.
In simple words: The young seagull got very scared when his legs started to sink into the seawater, as he likely feared drowning.

Exam Tip: The passage explicitly states, "His legs sank into it. He screamed with fright." This directly links the sinking of his legs to his fear, before he realized he could float.

4. What reward did the young seagull get for his daring effort of first flight ?
A. Praises from his family members
B. Scraps of dog-fish
C. Joy-ride on green sea
D. Both 'A' and 'B'
Answer: (D) Both 'A' and 'B'
In simple words: For his brave first flight, the young seagull received both praise from his family and pieces of dogfish as a reward.

Exam Tip: Ensure your answer covers all rewards mentioned in the text. The passage states his family was "screaming, praising him and their beaks were offering him scraps of dogfish."

Question 4. The young seagull was alone on his ledge. His two brothers and his sister had already flown away the day before. He had been afraid to fly with them. Somehow when he had taken a little run forward to the brink of the ledge and attempted to flap his wings he became afraid. The great expanse of sea stretched down beneath, and it was such a long way down-miles down. He felt certain that his wings Would never support him; so he bent his head and ran'away back to the little hole under the ledge where he slept at night. (March 20)
1. What made the seagull afraid ?
A. To be alone on the ledge.
B. His brothers and his sister teased him.
C. The ledge was too high above the sea.
D. His wings were very weak.
Answer: (D) His wings were very weak.
In simple words: The seagull was afraid because he believed his wings were too weak and would not be able to hold him up during flight.

Exam Tip: The passage explicitly states he "felt certain that his wings Would never support him," which is the core reason for his fear of flying.

2. Which of the following is closer in meaning to the term, 'on the brink of'?
A. 'at the end of'
B. 'on the verge of'
C. 'in front of'
D. 'over the edge of'
Answer: (B) 'on the verge of'
In simple words: "On the brink of" means being very close to doing or experiencing something, making "on the verge of" the closest synonym.

Exam Tip: Understand that "on the brink of" implies a critical point or the verge of something about to happen, rather than a general spatial position.

3. Give the verb form of 'little'.
A. 'belittle'
B.'bilittle'
C.'alittle'
D.'unlittle'
Answer: (A) 'belittle'
In simple words: The verb form of 'little' is 'belittle,' which means to make someone or something seem unimportant.

Exam Tip: When forming verbs from adjectives, common prefixes like 'be-' can create a verb meaning "to make" or "to treat as" that adjective (e.g., 'beautiful' -> 'beautify').

4. Which statement shows the seagull's lack of confidence in flying ?
A. The seagull was alone on the ledge.
B. The seagull's attempt to flap his wings.
C. The seagull ran forward to the brink of the ledge.
D. The seagull ran away back to the little hole under the ledge.
Answer: (D) The seagull ran away back to the little hole under the ledge.
In simple words: The seagull's lack of confidence is clearly shown when he tried to fly but then got scared and ran back to his hiding spot.

Exam Tip: A lack of confidence is best demonstrated by an action that retreats from the challenge, indicating fear and self-doubt. Running back to hide explicitly shows this.

Answer the following questions in three to four sentences each:

Question 1. Why did the young seagull not go with the rest of his family?
Answer: The young seagull did not join the rest of his family because he was scared to fly. He believed his wings would not support him over the vast sea. This fear kept him from attempting his first flight, unlike his siblings who had already flown away.
In simple words: The young seagull didn't go with his family because he was too scared to fly, thinking his wings were too weak.

Exam Tip: State the primary reason (fear of flying) clearly and add a supporting detail (belief his wings wouldn't support him) to fully answer the "why" aspect.

Question 2. How did seagull's parents try to make him fly?
Answer: The seagull's parents employed various methods to make him fly. They screamed at him, scolded him, and even threatened to let him starve on the ledge if he did not take flight. Their goal was to push him past his fear and encourage his independence.
In simple words: The seagull's parents screamed, scolded, and threatened to starve him, using these tactics to push him to fly.

Exam Tip: List the specific actions taken by the parents (screaming, scolding, threatening starvation) as these are the concrete steps they used.

Question 3. What had the young seagull watched his parents doing the day before ?
Answer: The day before, the young seagull had observed his parents flying around with his brothers and sister. They were perfecting them in the art of flight, teaching them how to skim the waves, and demonstrating how to dive for fish. This made his own fear even more pronounced.
In simple words: The day before, the young seagull watched his parents teaching his siblings how to fly, skim waves, and dive for fish.

Exam Tip: Focus on the specific skills his parents were teaching his siblings, as this contrasts with his own inability to fly.

Question 4. What was the young seagull's mother doing before him?
Answer: The young seagull's mother was standing on the plateau, with her white breast thrust forward. She tore a piece of fish that lay at her feet, then she scraped each side of her beak on the rock. This action was designed to tempt him with food and provoke him into flying.
In simple words: Before him, the young seagull's mother stood on the plateau, tearing a fish and sharpening her beak on a rock to entice him.

Exam Tip: Describe the mother's actions related to the fish and her beak, as these were deliberate actions meant to trigger the young seagull's hunger and thus his first flight.

Question 5. When did the seagull get over hie fear of flying over the sea ?
Answer: The seagull was scared of flying over the sea, believing he would drown. His family chose to teach him a lesson by leaving him unattended. The mother tore at a piece of fish that lay at her feet now and then in front of him. Because the seagull was extremely hungry, he was forced to attempt his first flight in order to get food. He was successful. This is when he overcame his fear of flying over the sea.
In simple words: The seagull conquered his fear of flying over the sea when extreme hunger pushed him to dive for a piece of fish, and his wings instinctively spread, allowing him to fly.

Exam Tip: Identify hunger as the ultimate catalyst that forced the seagull into action, and emphasize that his success in flying was the moment his fear dissipated.

Question 6. Describe the young seagull's expression when he saw his mother with food.
Answer: The young seagull uttered a joyful scream because he believed that his mother was bringing food for him. He tried to come closer to her as she flew across, showing intense excitement and anticipation at the sight of the fish.
In simple words: The young seagull let out a joyful scream and tried to get closer when he saw his mother with food, showing great happiness and hunger.

Exam Tip: Focus on the emotional response (joy, anticipation) and the physical reaction (screaming, trying to get closer) that directly indicate his excitement for the food.

Question 7. Why did the young seagull feel very miserable on the ledge ?
Answer: The young seagull felt extremely miserable on the ledge as he was all alone and his family had already flown away. He was feeling very hungry and had nothing to eat. His situation was worsening because he could not even dive for fish, making his hunger intolerable.
In simple words: The young seagull felt terrible because he was alone, hungry, and couldn't get any food, making his situation on the ledge quite distressing.

Exam Tip: Combine the factors of isolation, hunger, and his inability to fend for himself as the core reasons for his misery.

Question 8. How did the young seagull and his family celebrate his first flight?
Answer: When the young seagull started flying and overcame his fear, his family screamed around him with joy. They praised him and offered him scraps of dog-fish out of delight as he made a successful attempt. This showed their immense relief and happiness.
In simple words: The family celebrated his first flight by screaming with joy, praising him, and giving him pieces of dog-fish as a reward.

Exam Tip: Note both the vocal expressions of joy (screaming, praise) and the tangible reward (dog-fish) as components of their celebration.

Question 9. Describe the first flight of the young seagull.
Answer: The young seagull dived at the fish due to hunger and fell outwards and downwards into space. He thought of getting drowned, but his wings spread outwards automatically. He moved downwards and outwards and landed safely on the sea and floated on it without any fear. This moment marked his first successful flight.
In simple words: Driven by hunger, the young seagull dove for a fish, initially feeling terror. But then, his wings automatically spread, allowing him to fly and land safely on the sea, floating without fear.

Exam Tip: Emphasize the initial plunge, the automatic wing response, and the eventual safe landing as key steps in his first flight, showing how instinct overcame fear.

Answer the following questions in five to six sentences each:

Question 1. How did the mother make the young seagull come out of his fear and teach him the art of flying? OR Describe the tricks used by the seagull family to help the young seagull overcome his fear and fly.
Answer: The young seagull was scared of flying because he believed his wings wouldn't support him, and he would drown. When his family abandoned him on the ledge, he felt alone and extremely hungry. They tried hard to make him fly but he never showed the courage to attempt it. His mother knowingly tore a piece of fish lying at her feet and flew across to him with it. She approached close to him but did not move nearer. Already maddened by hunger, he dived at the fish but fell into space. After some time his wings spread outwards, and he began to fly. His family landed on the sea ahead of him. They beckoned him, so he landed on the sea and began to sink into water, but when his belly touched the water, he floated without any fear and difficulty.
In simple words: The mother made the young seagull overcome his fear by using hunger as a motivator. She tempted him with a piece of fish, flying close but not giving it to him. His desperate dive for the food forced his wings to spread, and he began to fly. His family then guided him to land on the water, where he realized he could float, thus conquering his fear.

Exam Tip: Detail the mother's specific manipulative actions (teasing with food, not getting too close) and the young seagull's resulting desperate action, which triggered his natural flying instinct.

Question 2. Do you think that the seagull's family loved him ? Justify their attitude towards him.
Answer: Yes, the young seagull's family certainly loved him. He had two brothers and a sister, and his parents flew with them, leaving him alone on the ledge only because he could not gather the courage to fly. His parents could have easily fed him, but they chose not to give him any food. They wanted him to fly and dive for his food, even threatening to let him starve. They did so because they loved him. The parents were correct in their actions because they wanted to teach him the importance of confidence and self-reliance. One cannot depend on their parents for food forever. Thus, it was important for him to learn to fly, dive, and find his own food. So, the attitude the seagull family showed him was indeed their love, care, and concern for him.
In simple words: Yes, the seagull's family loved him very much. Their harsh actions, like leaving him alone and refusing to feed him, were driven by a desire to teach him confidence and self-reliance. They wanted him to learn to fly and find his own food, knowing he couldn't depend on them forever. Their tough love ultimately helped him overcome his fear and become independent.

Exam Tip: To justify the family's actions, explain that their seemingly cruel behavior was a form of "tough love" intended to foster independence, rather than genuine abandonment or malice.

Question 3. How did the young seagull get over his fear of sea-water and what was his family's reaction on it ?
Answer: The young seagull had made his initial flight successfully. He was near the sea and flying straight over it. He observed a vast green sea all around him. He turned his beak sideways and cawed amusedly. His family was very happy and landed ahead of him. They beckoned to him. When he landed on the sea, he began to sink, but he tried in despair, and his belly touched the water, and he sank no farther. He was floating on water. This way he overcame his fear of seawater, and his family praised him a lot and offered him the dog-fish as a reward.
In simple words: The young seagull overcame his fear of seawater when, after his first flight, he landed on it. He initially sank a bit but then realized he was floating, which calmed him. His family, happy with his achievement, praised him and gave him dogfish as a reward.

Exam Tip: Focus on the sequence of events: the landing on water, the initial fear of sinking, the realization of floating, and the family's positive reinforcement, all contributing to the overcoming of fear.

Question 4. Fear and lack of confidence stop one from learning new things. Do you agree? How did these two traits of the young seagull – make him coward? How did he overcome these shortcomings ?
Answer: Yes, it is true that fear and lack of confidence hinder a person from acquiring new things. In this story, the young seagull lacked both courage and self-assurance in his character. He was too scared of flying, as he believed his wings were weak. His family tried hard to make him fly, but he refused because of his fear of sinking in the seawater. They even scolded him for his cowardice and tried to tempt him with food, but he was unwilling to learn flying. Once he dived, his fear disappeared, and he enjoyed his first flight. He overcame these shortcomings only after gathering courage and confidence, proving that trying is essential.
In simple words: Yes, fear and lack of confidence prevent learning new things. The young seagull was a coward because he lacked courage and believed his wings were too weak to fly, fearing he would drown. He overcame this by being pushed by extreme hunger to take his first dive. This act of desperation led to his wings spreading automatically, making him realize he could fly. By finally trying, he gained confidence and conquered his fears.

Exam Tip: When discussing how a character overcomes shortcomings, highlight the catalyst (e.g., hunger), the decisive action (diving), and the immediate positive consequence (flying) that reinforces new confidence.

Writing

Answer: This is how I learned to ride a bicycle. Learning a new skill is quite difficult. I clearly recall the challenges I faced while trying to learn to ride a bicycle. My father could not afford a children's bicycle, which often has safety wheels on each side to prevent you from falling. So I had to learn bicycling on my father's bicycle. It was much too big for me, and I had real trouble controlling it. Since my height was very short, I could not sit on the seat meant for riders. I just held onto it and ran along as it moved. I fell many times, hurting myself, but I never gave up. Initially, my cousins helped me balance it. So, slowly, I gradually learned to maintain balance. Finally, I succeeded in riding it. I was very excited to have ridden it without falling.

Part II: The Black Aeroplane

Read the following passages and select the most appropriate answers for the questions given below them:

Question 1. Paris was about 150 kilometres behind me when I saw the clouds. Storm clouds. They were huge. They looked like black mountains S standing in front of me across the sky. I knew I could not fly up and over them, and I did not have (enough fuel to fly around them to the north or south.
"I ought to go back to Paris,” I thought, but I wanted to get home. I wanted that breakfast.
"I'll take the risk," I thought, and flew that old Dakota straight into the storm.
Inside the clouds, everything was suddenly s black. It was impossible to see anything outside the aeroplane. The old aeroplane jumped and twisted in the air. I looked at the compass. I couldn't believe my eyes: the compass was turning round and round and round. It was dead, It would not work! The other instruments were suddenly dead, too. I tried the radio.
1. The writer was very much aware of the fact that ..........................
A. he would not be able to fly up and over the huge clouds.
B. he did not have enough fuel to fly around the huge clouds to the north or south.
C. he Would not be able to travel further.
D. Both 'A' and 'B'
Answer: (D) Both 'A' and 'B'
In simple words: The writer knew he couldn't fly over the storm clouds and also didn't have enough fuel to go around them.

Exam Tip: Always look for specific details in the passage to support your answer, especially when options combine multiple points.

2. The writer flew straight into the storm as ..........................
A. he wanted to reach home even taking a risk.
B. he was not at all afraid of storm.
C. he had no other option.
D. None of these three
Answer: (A) he wanted to reach home even taking a risk.
In simple words: He decided to fly through the storm because he really wanted to get home, even if it meant taking a chance.

Exam Tip: Pay attention to phrases that indicate the character's motivation or internal thoughts, such as "I wanted that breakfast."

3. The compass of the airplane was ..........................
A. pointing to the north.
B. showing wrong direction.
C. out of order.
D. not visible as everything went black.
Answer: (C) out of order.
In simple words: The compass on the plane stopped working and just spun around, meaning it was broken.

Exam Tip: Look for direct descriptions of instrument failures in the passage, like "It was dead, It would not work!"

4. What did the writer do as the last resort ?
A. He tried to put the compass right.
B. He tried other instruments.
C. He tried to take help of radio.
D. None of these three
Answer: (C) He tried to take help of radio.
In simple words: The pilot's last effort was trying to use the radio for help.

Exam Tip: The phrase "last resort" implies the final action taken when other attempts have failed. Find the concluding action in the sequence of failures.

Question 2. "Paris Control ? Paris Control ? Can you hear me ?” There was no answer. The radio was dead too. I had no radio, no compass, and I ; could not see where I was. I was lost in the S storm. Then, in the black clouds quite near me, I saw another aeroplane. It had no lights on its wings, but I could see it flying next to me through the storm. I could see the pilot's face – turned towards me. I was very glad to see another person. He lifted one hand and waved.
"Follow me,"he was saying. "Follow me."
"He knows that I am lost,” I thought. “He's trying to help me.” He turned his aeroplane slowly to the north, in front of my Dakota so s that it would be easier for me to follow him. I was very happy to go behind the strange aeroplane like an obedient child.
1. The writer could not get help from Paris Control because .......................... ?
A. all of his contact means had failed.
B. the radio was dead.
C. the writer was lost in the storm.
D. A11 of these three
Answer: (A) all of his contact means had failed.
In simple words: The writer couldn't get help from Paris Control because his radio and other communication methods had stopped working.

Exam Tip: When given multiple choice options, select the one that comprehensively covers all relevant points mentioned in the text.

2. 'Dakota' is ..........................
A. an airport.
B. the writer's destination.
C. the writer's aeroplane.
D. The writer's living place.
Answer: (C) the writer's aeroplane.
In simple words: 'Dakota' refers to the type of airplane the writer was flying.

Exam Tip: Context clues are important; the phrase "my Dakota" clearly indicates possession of the aircraft.

3. The invisibility occurred due to ..........................
A. heavy rain.
B. huge black clouds.
C. arrival of another plane.
D. failure of instruments.
Answer: (B) huge black clouds.
In simple words: The reason for not being able to see was the large, dark storm clouds.

Exam Tip: Identify the direct cause-and-effect relationships described in the passage.

4. The writer could come to know that the other plane wanted to help him as ................ ?
A. the pilot of the other plane lifted one hand and waved to the writer.
B. the pilot of the other plane turned his aeroplane slowly to the north, in front of the writer's aeroplane.
C. the writer could see the pilot's face.
D. None of these three
Answer: (B) the pilot of the other plane turned his aeroplane slowly to the north, in front of the writer's aeroplane.
In simple words: The writer understood the other pilot wanted to help when that pilot slowly turned his plane northward and positioned it in front of his Dakota, showing him the way.

Exam Tip: Look for the action that clearly signals intention or communication from the other pilot.

Question 3. Suddenly I came out of the clouds and saw two long straight lines of lights in front of me. It was a runway! An airport ! I was safe! I turned to look for my friend in the black aeroplane, but the sky was empty. There was nothing there. The black aeroplane was gone. I could not see it anywhere.
I landed and was not sorry to walk away from the old Dakota near the control tower. I went and asked a woman in the control centre where I was and who the other pilot was. I wanted to say 'Thank you'.
She looked at me very strangely, and then laughed.
"Another aeroplane ? Up there in this storm ? No other aeroplanes were flying tonight. Yours was the only one I could see on the radar.”
1'. The two long straight lines of lights in front of the writer were ..........................
A. laser rays.
B. the lights of the other aeroplane.
C. the runway of the airport.
D. lightning in the sky.
Answer: (C) the runway of the airport.
In simple words: The two bright lines of lights the writer saw were the airport's runway lights.

Exam Tip: The context provides the answer directly: "It was a runway! An airport!"

2. The writer was trying to look for the black aeroplane as ..........................
A. he wanted to express his gratitude to the pilot of that aeroplane for the help done to him.
B. he wanted to take some help from the pilot of that aeroplane.
C. he had to start a second journey with him.
D. All of these three
Answer: (A) he wanted to express his gratitude to the pilot of that aeroplane for the help done to him.
In simple words: The writer wanted to find the black aeroplane to thank its pilot for saving him.

Exam Tip: The line "I wanted to say 'Thank you'" directly states the writer's motive.

3. The lady in the control tower laughed at ..........................
A. the writer's dress.
B. the writer's inquiry about another aeroplane.
C. the writer's strange story.
D. None of these three
Answer: (B) the writer's inquiry about another aeroplane.
In simple words: The woman at the control tower laughed because the writer was asking about another aeroplane that she claimed didn't exist.

Exam Tip: The conversation directly states the woman's reaction to the question about "Another aeroplane?".

4. The lady in the control tower could not see ..........................
A. the writer's aeroplane on radar.
B. another aeroplane on the radar.
C. the black aeroplane on the radar.
D. A11 of these three
Answer: (B) another aeroplane on the radar.
In simple words: The control tower lady could not see any other plane on her radar except for the writer's.

Exam Tip: The final statement from the control tower operator confirms that "Yours was the only one I could see on the radar.”

Answer the following questions In three to four sentences each:

Question 1. Describe author's feeling while he was flying his aeroplane back to England ?
Answer: The author felt very excited when he was flying his aeroplane back to England. He really wanted to spend his holiday with his family at home. This strong desire made him feel a sense of eager anticipation and happiness as he made his journey.

Exam Tip: Focus on keywords like "excited" and "wanted" to convey the author's emotional state accurately.

Question 2. How much fuel was there in the aeroplane when the writer started flying?
Answer: There was enough fuel in the aeroplane's tanks when the writer began his flight. This amount was calculated to be sufficient for him to reach England safely. He made sure he had ample fuel for the entire journey.

Exam Tip: State the quantity of fuel clearly and mention its purpose, i.e., "to reach England safely."

Question 3. What risk did the writer take whilS flying ? Why ?
Answer: The writer chose to take the risk of flying through the storm clouds. He did this because he truly wanted to enjoy his holiday with his family back in England. His strong desire to be home with his loved ones outweighed the dangers of the storm.

Exam Tip: Identify both the specific risk taken and the core motivation behind it for a complete answer.

Question 4. What did the writer feel inside the clouds ?
Answer: When the writer entered the clouds, it became impossible to see anything outside the aeroplane. The plane jolted and spun in the air, and all the instruments, like the compass, stopped working. This happened because of the difficult weather conditions, making him feel disoriented and scared.

Exam Tip: Describe the sensory experience (what he couldn't see) and the mechanical failures (instruments not working) due to the storm.

Question 5. What did the writer see inside the black clouds ?
Answer: Inside the black clouds, the writer saw another black aeroplane. This mysterious plane had no lights on its wings. He could see the face of the pilot in the other plane, who was waving and signaling him to follow to get out of the intense storm.

Exam Tip: Mention the key details of the other aeroplane, including its color, lack of lights, and the pilot's actions.

Question 6. Why did the writer follow the pilot of another aeroplane ?
Answer: The writer followed the pilot of another aeroplane because he had lost his way in the storm and could not see anything. The pilot of the other aeroplane was actively helping him to find his way out of the storm and land safely. He had no other option but to trust and follow.

Exam Tip: Emphasize the writer's lost state and the other pilot's clear intention to guide him as the reasons for following.

Question 7. Why did the woman in control room get shocked when the writer asked about another aeroplane?
Answer: The woman in the control room was shocked when the writer asked about another aeroplane. This was because she saw no such plane flying in the sky that night on her radar. Her instruments showed only the writer's plane in the stormy conditions.

Exam Tip: The core reason for her shock is the discrepancy between what the writer claimed and what her radar showed.

Question 8. Why did the writer want to meet the pilot of the black aeroplane ?
Answer: The writer wanted to meet the pilot of the black aeroplane to thank him. He believed this pilot had saved his life by helping him navigate through the dangerous storm. His primary motivation was to express deep gratitude for the assistance.

Exam Tip: Clearly state the writer's motive (gratitude) and the specific reason for it (being saved).

Answer the following questions in five to six sentences each:

Question 1. How did the writer get out of the storm in the night to land safely ?
Answer: The writer was flying his old Dakota aeroplane when he encountered black clouds and became lost in the storm. Unexpectedly, he saw a black aeroplane flying beside him, which had no lights on its wings. The pilot of this mystery plane directed the writer to follow, as he had lost his way. The writer obeyed him like a child, feeling great relief as he followed. After some time, the pilot of the other plane began to descend, and the writer followed him blindly through the storm. Eventually, he emerged from the clouds, saw the runway lights, and landed safely.

Exam Tip: Outline the sequence of events clearly: encountering the storm, seeing the other plane, following instructions, and finally landing safely.

Question 2. Why was the writer happy when he decided to fly in the night ?
Answer: The writer felt very happy when he decided to fly that night because he was going home to his family to enjoy his holiday. At the start of his flight, everything appeared perfect. The sky was clear, with no clouds visible, and the stars were shining brightly. These ideal conditions made it seem like an easy task to fly that night over the quiet countryside of Paris. His belief that everything was perfectly in order contributed to his happiness and excitement for the journey.

Exam Tip: Detail the specific reasons for his happiness, including his destination, the apparent perfect weather conditions, and his optimistic outlook.

Grammar

Rectify the errors in each of the following lines as shown in the example:

Turn the following dialogue into Indirect Speech:

Question. I switched on the radio and said, “Paris control, Dakota DS 088 here. Can you hear me ? I am on my way to England. Over.”
The voice from the radio answered me immediately: “DS 008, I can hear you. You ought to turn twelve degrees west now, DS? 008. Over."
Answer: I switched on the radio and reported to Paris control that my aeroplane, Dakota DS 088, was there. To confirm my reporting, I asked if they could hear me. Then I added that I was on my way to England. As my reporting was done successfully, I finished my communication by saying 'Over'. The voice from the radio answered me immediately, stating that DS 008 could hear me. Then he/she directed me that I ought to turn twelve degrees west then, ending the communication by saying 'Over'.

Exam Tip: When converting direct speech to indirect speech, remember to change pronouns, verb tenses, and time/place expressions as needed, and use reporting verbs like 'reported', 'asked', 'added', and 'directed'.

Rewrite as directed:

Question.
(1) The young seagull was alone on his ledge. (Turn into Negative.)
(2) For the life of him, he could not move. (Use 'because'.)
(3) He had watched his parents flying about with his brothers and sister. (Change the Voice.)
(4) He felt the heat because he had not . eaten since -the previous night. (Use 'for' in place of 'since'.)
(5) They took no notice of him. (Turn into Affirmative.)
(6) I was happy to be alone high up above the sleeping countryside. (Turn into Exclamatory.)
(7) It had no lights on its wings, but I could see it flying next to me through the storm. (Use 'Though'.)
Answer:
(1) Nobody accompanied the young seagull on his ledge.
(2) He could not move because he wanted to live.
(3) His parents had been watched flying about with his brothers and sister.
(4) He felt the heat for almost twelve hours.
(5) He passed being unnoticed by them.
(6) How happy I was to be alone high up above the sleeping countryside!
(7) Though it had no lights on its wings, I could see it flying next to me through the storm.

Exam Tip: Understand the grammatical transformations required for each instruction, such as changing active to passive voice or converting sentences into different types.

Writing

Answer: My Experience of Thunderstorm
There was a strange stillness in the air; not a single leaf moved, nor was there a breath of wind. It felt like the calm before a big storm. Ignoring these warning signs, my friend and I set out for a long walk along the beach. We had walked for about half an hour when we saw a small black cloud far off in the sky. This cloud grew darker and larger, and soon the entire sky became overcast, making the atmosphere gloomy and sad. Just as we decided to turn back home, we were met by a cool, gentle breeze, which within a few minutes turned into a strong gust of wind. It blew harder and harder, making it hard for us to even stand against it. We quickly sought shelter in a solitary hut nearby. No sooner had we entered the empty dwelling than the rain started pouring down with full force, accompanied by loud claps of thunder and bright flashes of lightning. The thunderclaps were so deafeningly loud, and the flashes were so incredibly bright that we were almost scared to death. We were held up for over an hour, during which time the storm raged, causing great destruction. Huge waves rolled on the sea, and the unfortunate fishermen who had gone out to sea to cast nets were caught in the storm. We watched the helpless men clinging to their damaged boats as they were tossed up and down the high seas. They were brave men! They successfully survived the storm after an hour of terrible suffering. When the storm calmed down and peace finally returned, one could see the damage it had caused. Trees were uprooted, roofs were blown off, and furious, lashing waves created a deep break in the wall that protected the fisherfolk's homes, flooding the entire area. We had never seen a more horrible scene than this. We thanked God for our safety and secretly prayed that another terrifying experience like this would never happen to us.