Here we have solved questions from the class 10 book word and expression 2 of Lesson 3 Two Stories About Flying . Have a look to boost your English language.
Lesson 3 Two Stories About Flying
Let’s Begin
You have read two stories about flying. ‘His First Flight’ is aout how a young bird learns to fly and ‘Black Aeroplane ‘ is a mystery.
1. Read the story, ‘His First Flight’ again. Working in groups of four, answer the following questions selecting the correct option.
Q. 1. The young seagull was afraid of flying because _________
_____________________________________________.
(a) he felt his wings would not stupid him
(b) other bird knew to fly very well
(c) the sea was very large
(d) his mother and father threating him
Q. 2. Why did his family taunt him about his cowardice?
(a) He went with his sisters and brothers.
(b) He was not liked by them at all.
Q. 3. How did the young seagull start flying?
(a) His mother showed him the fish moved away from him to make fly.
(b) His brothers and sisters trained him to fly.
(c) He was hungry and he moved to fly in search of food.
(b) He did not learn to fly at all.
Q. 4. Which of the following statements is not true of the young seagull?
(a) He was lazy and did not want to fly.
(b) He wanted to fly, but was afraid of flying.
(c) His mother, father, brothers and sister helped him fly.
(d) His hunger made him fly.
Q.5. Say whether the following statements about the seagull are true or false.
(a) The young seagull liked to fly with his brothers and sisters.
(b) The young seagull was hungry so he started to fly.
(c) He was scared of flying first.
(d) He flew on his own to get the food.
2. you have another story, The Black Aeroplane’ in the lesson Read the story again and develop at least five multiple choice questions based on the story. Work in pairs and ask your partner to answer them. The questions may be based on the events, persons, reasons and causes of the events, and results in the story.
Your questions.
Answers:
‘His First Flight’ – Multiple Choice Questions
- Q1. The young seagull was afraid of flying because ________.
- (a) He felt his wings would not support him.
- (b) Other birds knew how to fly very well.
- (c) The sea was very large.
- (d) His mother and father were threatening him.
- Q2. Why did his family taunt him about his cowardice?
- (a) He went with his sisters and brothers.
- (b) He was not liked by them at all.
- (c) He refused to fly and stayed on the ledge.
- (d) He flew away without learning.
- Q3. How did the young seagull start flying?
- (a) His mother showed him a fish and moved away to make him fly.
- (b) His brothers and sisters trained him to fly.
- (c) He was hungry, and he moved to fly in search of food.
- (d) He did not learn to fly at all.
- Q4. Which of the following statements is not true of the young seagull?
- (a) He was lazy and did not want to fly.
- (b) He wanted to fly, but was afraid of flying.
- (c) His mother, father, brothers, and sister helped him fly.
- (d) His hunger made him fly.
- Q5. Say whether the following statements about the seagull are true or false:
- (a) The young seagull liked to fly with his brothers and sisters.
False - (b) The young seagull was hungry, so he started to fly.
True - (c) He was scared of flying at first.
True - (d) He flew on his own to get the food.
True
- (a) The young seagull liked to fly with his brothers and sisters.
‘The Black Aeroplane’ – Multiple Choice Questions
- Q1. Why did the pilot feel happy while flying over France?
- (a) He was enjoying the clear night sky.
- (b) He was excited to reach his home in England soon.
- (c) He saw other planes in the sky.
- (d) He was flying a new aeroplane.
- Q2. What problem did the pilot face after crossing Paris?
- (a) His fuel tank was leaking.
- (b) He lost contact with the control tower.
- (c) He got lost in a storm.
- (d) His compass stopped working.
- Q3. Who guided the pilot through the storm?
- (a) A pilot of another black aeroplane.
- (b) A control tower officer.
- (c) A passenger on board.
- (d) His co-pilot.
- Q4. What did the pilot discover after landing safely?
- (a) The control tower had guided him all along.
- (b) The black aeroplane was following him all the way.
- (c) There was no record of the black aeroplane.
- (d) He had lost all his fuel.
- Q5. Why was the pilot puzzled at the end of the story?
- (a) He couldn’t find the black aeroplane on radar.
- (b) His plane had no damage from the storm.
- (c) There was no one else in the storm to help him.
- (d) The airport had no record of his flight.
Group Discussion and Pair Work:
- Discuss these questions with your group, and in pairs, ask each other the questions about ‘The Black Aeroplane’ to deepen your understanding of the mysterious elements of the story.
Reading Comprehension
Text I
Let’s now read the story of a bus conductor and his passengers with a dog. The story is written by A. G Gardiner.
All about a Dog
It was a bitterly cold night, and even at the far end of the bus the east wind that raved along the street cut like a knife. The bus stopped and two women and a man got in together and filled the vacant places. The young woman was dressed in sealskin, and carried one of those little Pekinese dogs that women in sealskin like to carry in their laps. The conductor came in and took the fares. Then his eyes rested with old malice on the beady eyed toy dog. I saw trouble brewing. This was the opportunity for which he had been waiting and he intended to make the most of it. I had marked him as the type of what Mr. Wells has called
the Resentful Employee, the man with a great vague grievance against everything and a particular grievance against passengers who came and sat in his seat while he shivered at the door. “You must take that dog out,” he said with sour venom. “I shall certainly do nothing of the kind. You can take my name and address,” said the woman, who had evidently expected the challenge and knew the reply. “You must take the dog out— that’s my orders.” “I won’t go on the top in such weather. It would kill me,” said
the woman.
“Certainly not,” said her lady companion, “You’ve got a cough
as it is.”
“It’s nonsense,” said her male companion.
The conductor pulled the bell and the bus stopped. “This bus doesn’t go until that dog is brought out.” And he stepped on to the pavement and waited. It was his moment of triumph. He had the law on his side and the whole bus full of angry people under the harrow. His embittered soul was having a real holiday. The storm inside rose high “Shameful!” “He’s no better than a German.” “Why isn’t he in the army?” “Call the police. Let’s all report him.” “Let’s make him give us our fares back.” Everybody was on the side of the lady and the dog. That little animal sat blinking at the dim lights in happy unconsciousness of the rumpus of which he was the cause. The conductor came to the door, “What’s your number?” said one, taking out a pocket-book with a gesture of terrible thing “There’s my number,” said the conductor imperturbably. “Give
us our fares back.” “You can’t leave us here all night.” “No fares
back,” said the conductor.
Two or three passengers got out and disappeared into the night. The conductor took another turn on the pavement, then went and had a talk with the driver. Another bus, the last on the road, sailed by indifferent to the shouts of the passengers to stop, “They stick by each other the villains,” was the comment. Someone pulled the bell violently. That brought the driver round to the door, “Who’s conductor of this bus?” he said and paused for reply. “None coming,” he returned to his seat, and
resumed beating his arms across his chest. There was no hope in that quarter. A policeman strolled up and looked in at the door. An avalanche of indignant protests and appeals burst on him. “Well, he’s got his rules, you know,” he said. “Give your name and address.” “That’s what he’s been offered, and he won’t take it.” “Oh,” said the policeman, and he went away and took his stand a few yards down the street, where he was joined by two more constables. And still the little dog blinked at the lights, and the conductor walked to and fro on the pavement, like a captain on the quarterdeck in the hour of victory. A young woman, whose voice had risen high above the gale inside, descended on him with an air of threatening and slaughter. He was immovable as cold as
the night, and as hard as the pavement. She passed on in a fury of impotence to the three policemen, who stood like a group of statuary on the street watching the drama. Then she came back, imperiously beckoned to her ‘young man’ who had sat a silent witness of her rage, and vanished. Others followed. The bus was emptying. Even the dashing young fellow who had demanded the number and who had declared he would see this thing through if he sat there all night, had taken an opportunity to slip away.
Meanwhile the Pekinese party was passing through every stage as of resistance to abject surrender. “I’ll go on the top.” said the sealskin lady at last. “You mustn’t.” “I will.” “You’ll have pneumonia.”
“Let me take it.” (This from the man) “Certainly not.” She would die with her dog. When she had disappeared up the stairs, the conductor came back, pulled the bell, and the bus went on. He stood sourly triumphant while his conduct was savagely discussed in his face by the remnant of the party.
Then the engine struck work, and the conductor went to help the driver. It was a long job and presently the lady with the dog stole down the stairs and re-entered the bus. When the engine was put right, the conductor came back and pulled the bell. Then his eyes fell on the dog, and his hand went to the bell-rope again. The driver looked around, the conductor pointed to the dog, the bus stopped, and the struggle recommenced with all the original features — the conductor walking the pavement, the driver smacking his arms on the box, the little dog blinking at the lights, the sealskin lady declaring that she would not go on the top and finally going.
“I’ve got my rules,” said the conductor to me when I was the last passenger left behind. He had won his victory, but felt that he would like to justify himself to somebody. “Rules,” I said,“ are necessary things, but there are rules and rules. Some are hard and fast rules, like the rules of the road, which cannot be broken without danger to life and limb. But some are only rules for guidance, which you can apply or wink at, as common sense dictates, like that rule about the dogs. They are not a whip, put in your hand to scourge your passengers with, but an authority for an emergency. They are meant to be observed in the spirit,
not in the letter, for the comfort and not the discomfort of the passengers. You have kept the rule and broken its spirit. You may mix your rules with a little goodwill and good temper.” He took it very well and when I got off the bus he said “Good night” quite amiably.
Now, complete the box narrating the story in the correct sequence.
Vocabulary
1. Making adverbs, bitterly, imperturbably, violently, and evidently are some words you have come across in the story. These words and use them in sentences of your own. (Take care of the spelling when you convert these into adverbs.)
(a) Angry ________________________________________.
(b) Vague ________________________________________.
(c) Indignant _____________________________________.
(d) Threating _____________________________________.
(e) Hurry _________________________________________.
2. Now, look at the word given below in italic.
He was immovable.
‘im’ is the prefix added to the word ‘moveable’. Now, make more words with the prefix in-which are antonyms.
| 1. mobile -immobile | 2. |
| 3. | 4. |
| 5. | 6. |
| 7. | 8. |
3. In groups of five, create a word-web or collocation chart of words with prefixes ‘il’ and ‘in’.
| Example: logical-illogical | Example: secure-insecure |
| 1. | 1. |
| 2. | 2. |
| 3. | 3. |
| 4. | 4. |
| 5. | 5. |
Answers:
1. Making Adverbs and Using Them in Sentences:
(a) Angry – He spoke angrily to his friend after the argument.
(b) Vague – The instructions were vaguely written, making it hard to understand.
(c) Indignant – She responded indignantly when accused of cheating.
(d) Threatening – He looked threateningly at the intruder before calling the police.
(e) Hurry – They packed hurriedly before the bus arrived.
2. Words with the Prefix ‘im’ or ‘in’:
3. mobile – immobile
4. visible – invisible
5. perfect – imperfect
6. possible – impossible
7. patient – impatient
8. accurate – inaccurate
9. complete – incomplete
10. formal – informal
3. Word-web or Collocation Chart with ‘il’ and ‘in’ Prefixes:
| Prefix ‘il-‘ | Prefix ‘in-‘ |
|---|---|
| logical – illogical | secure – insecure |
| legal – illegal | dependent – independent |
| literate – illiterate | direct – indirect |
| legitimate – illegitimate | capable – incapable |
| legible – illegible | sufficient – insufficient |
Grammar
A. Phrasal verbs
The sentence below is taken from the text you have read. The phrase in italic is a phrasal verb. A phrasal verb is a combination of words (a verb + a prepositions, for example check in or a verb + an adverb, for example break down). When they are used together, they usually take on a different meaning to that of the original verb.
….Walk away is a phrasal verb which means to move away from.
Find out the meaning of the following phrasal verbs and use them appropriately sentences.
(a) walk in __________________________________
(b) walk out _________________________________
(c) take away _________________________________
(d) take up ___________________________________
(e) take in ____________________________________
(f) take out ___________________________________
(g) give away _________________________________
(h) give in ____________________________________
(i) give up ____________________________________
(j) put in _____________________________________
(k) put away ___________________________________
(I) put out ______________________________________
B. The Passive
Compare the two sentences given below:
Ramesh painted the walls.
The walls were painted by Ramesh.
The first sentence is in active form and the second sentence is in a passive form. When the person doing the action (Ramesh) is the subject, wee use the verb in the active voice. When the subject is what the action is directed at (the walls), we use the verb in the passive voice. In the first sentence we talked about what happened to the walls.
In the passive sentence we use by-agent to add important information, that is by Ramesh. We can leave out by-agent if it does not provide any specific information.
Example:
All the students were given sweets yesterday.
My room is cleaned everyday in the morning.
A large number of films on wildlife conversation have been made.
Use the words give below and frame sentences using the passive forms of the verbs.
Examples: Rice/cultivate/Gangetic valley and costal region.
Rice is cultivated in Gangetic valley and coastal region.
The documents/sign/principal. (Present Perfect)
The documents have been signed by the principal
(a) Taj Mahal / build / Shah Jahan. (Simple Past)
___________________________________________
(b) Malaria virus /transmit /female Anopheles mosquito. (simple Present)
___________________________________________
(c) The case /solve / police and two persons arrest. (Present Perfect)
___________________________________________
(d) Many houses /and lives / destroy /the volcanic eruption in Mt. Etna. (Simple Present)
___________________________________________
(e) The ultraviolet rays /prevent / the ozone layer /entering the earth’s surface. (Simple Present)
___________________________________________
(f) The field / convert /playground. (Present Perfect)
___________________________________________
C. Unscramble the following sentences to make meaningful ones:
(a) records /flying many/who /America aviator /was an /Amelia Earhart / set
(b) the first / across / woman /solo / to fly / the Atlantic Ocean / she / became
(c) a flight/July 1937/the globe/Earhart/disappeared/ to circumnavigate/somewhere/over the/Pacific/in/ during
(d) was never/found/and/she was/officially declared/ plane wreckage/lost/at sea/her
(e) century/her/disappearance/remains/of the/one of the/greatest/unsolved mysteries/twentieth
Answers:
A. Phrasal Verbs
(a) walk in – to enter a room or building.
She didn’t knock; she just walked in without warning.
(b) walk out – to leave suddenly, often in protest.
The workers walked out of the meeting when their demands were ignored.
(c) take away – to remove something.
The waiter took away the dirty dishes after dinner.
(d) take up – to begin a new activity or hobby.
He has recently taken up painting as a way to relax.
(e) take in – to absorb or understand something.
It took me a while to take in all the details of the news.
(f) take out – to remove or withdraw something.
She took out her phone to check the time.
(g) give away – to donate or distribute freely.
They gave away food to the homeless.
(h) give in – to surrender or yield.
After hours of argument, he finally gave in to their demands.
(i) give up – to stop trying or abandon something.
She gave up smoking last year.
(j) put in – to invest effort or time.
He put in a lot of work to finish the project on time.
(k) put away – to store something in its proper place.
She put away her clothes neatly in the wardrobe.
(l) put out – to extinguish a fire or light.
The firefighters managed to put out the fire quickly.
B. The Passive
(a) Taj Mahal / build / Shah Jahan. (Simple Past)
The Taj Mahal was built by Shah Jahan.
(b) Malaria virus / transmit / female Anopheles mosquito. (Simple Present)
The malaria virus is transmitted by the female Anopheles mosquito.
(c) The case / solve / police and two persons arrest. (Present Perfect)
The case has been solved by the police, and two persons have been arrested.
(d) Many houses / and lives / destroy / the volcanic eruption in Mt. Etna. (Simple Present)
Many houses and lives are destroyed by the volcanic eruption in Mt. Etna.
(e) The ultraviolet rays / prevent / the ozone layer / entering the earth’s surface. (Simple Present)
Ultraviolet rays are prevented by the ozone layer from entering the earth’s surface.
(f) The field / convert / playground. (Present Perfect)
The field has been converted into a playground.
C. Unscramble the Sentences
(a) Amelia Earhart was an American aviator who set many flying records.
(b) She became the first woman to fly solo across the Atlantic Ocean.
(c) In July 1937, Earhart disappeared somewhere over the Pacific during a flight to circumnavigate the globe.
(d) Her plane wreckage was never found, and she was officially declared lost at sea.
(e) Her disappearance remains one of the greatest unsolved mysteries of the twentieth century.
Editing
1. Use capital letters, commas, and full stops to edit this paragraph.
In some parts of our country, there are frequent reports about Unidentified Flying Objects (UFOs) which people claimed to have seen flying in the sky and which are believed to be space ships carrying aliens from other planets some people have given evidences to support their observations they said that they have found mysterious objects in paddy fields. Some others, after seeing a film on space said that they had seen unusual objects flying in the sky. Public panicked there were arguments and discussions all over the country. Police were on red alert Many community centres were established people become more vigilant gradually the number of sightings reduced.
Answers:
In some parts of our country, there are frequent reports about Unidentified Flying Objects (UFOs), which people claim to have seen flying in the sky and which are believed to be spaceships carrying aliens from other planets. Some people have given evidence to support their observations. They said that they have found mysterious objects in paddy fields. Some others, after seeing a film on space, said that they had seen unusual objects flying in the sky. The public panicked. There were arguments and discussions all over the country. The police were on red alert. Many community centers were established, and people became more vigilant. Gradually, the number of sightings reduced.
Listening
1. Do you like riddles? Riddles make us think and attempt to slove puzzles through various ways and means. Read this riddle out loud and find answers to it. You can also discuss with your friends. You will notice that we speak out what we think. This is known as Think-aloud protocol. As you solve the riddles, speak out all the ideas that come to your mind to slove it.
Riddle 1
A farmer returns from the market, where he bought a goat, a cabbage and a wolf (what a crazy market). On the way home he must cross a river. His boat and won’t fit more than one of his purchases. He cannot leave the goat alone with the cabbage (because the goat would eat it), nor he can leave the goat alone with the wolf (because the goat would be eaten).
Riddle 2
Three humans, one big monkey, and two small monkeys are to cross a river.
(a) Only humans, one big monkey can row the boat.
(b) At all times, the number of humans on either side of the river must be greater or equal to the number of monkeys on that side (or else the humans will be killed by the monkeys!).
(c) The boat only has room for two (monkeys or humans).
(d) Monkeys can jump out of the boat when it’s on the river bank.
How will they cross the river? Help them out.
Answers:
Riddle 1: The Farmer, Goat, Cabbage, and Wolf
The key to solving this riddle is to make sure that neither the goat is left with the cabbage nor the goat is left with the wolf unsupervised. Here’s how the farmer can successfully cross the river:
- Take the goat across the river first and leave it on the other side.
- Go back alone to the original side.
- Take the wolf across the river, but when you reach the other side, bring the goat back with you to the original side.
- Take the cabbage across the river and leave it with the wolf on the other side (the wolf won’t eat the cabbage).
- Go back alone to the original side.
- Finally, take the goat across again.
Now, all the items—the goat, the wolf, and the cabbage—are safely across the river!
Riddle 2: Three Humans, One Big Monkey, Two Small Monkeys
To solve this riddle, we need to follow the rules closely and ensure that the humans are always in the majority or equal to the monkeys on both sides. Here’s how they can cross:
- Two humans row the boat across the river first.
- One human returns with the boat.
- One big monkey and one human cross the river next.
- The human who crossed with the monkey returns.
- Two humans row across the river again.
- One human returns with the boat.
- Two small monkeys cross the river together.
- One big monkey returns with the boat.
- Two humans cross the river again.
- One human returns with the boat.
- One big monkey and one human cross the river again.
- One human returns with the boat.
- Two humans finally cross together.
All humans and monkeys are safely on the other side, and the humans were never outnumbered by the monkeys!
Writing
Article Writing
1. ‘Rules are meant to be observed in spirit not only in ‘letter’. Explain what you understand by this statement . Write an article in about 120-150 words on how the rules can be effectively implemented in the society and citizens can follow it in the true spirit. You may use any of the ideas given in the box. Follow the stages involved in the process approach to writing.
(a) Use it in the context of gender (protection of woman’s rights/dowry/female infanticide, etc)
(b)In the context of environment (cutting of trees /poaching /pollution).
(c) Smoking in public /following traffic rules, etc. (add cartoons with fun facts, for example parking in front of no parking sign).
(d) In the context of value and self discipline.
2. You have read and experienced how the little seagull learnt to fly and then the story of the mysterious black aeroplane. You have also read the story, ‘All about a dog’. How were these experiences? You may have also experienced some such situations in your life: learning to ride on a bicycle, watching a cat or any other animal trying to jump over the wall, your own bitter experience in a difficult situation, etc. Think of such an experience and write down the points and develop the ideas into an outline. Write your experiences like a short story.
Answers:
Article Writing:
Rules Are Meant to Be Observed in Spirit, Not Only in Letter
Rules in society are often created for the greater good, but merely following them on paper without understanding their essence defeats their purpose. This idea implies that the true meaning of rules lies not in rigid compliance but in embracing their spirit to bring about positive change. For instance, laws protecting women’s rights against dowry and female infanticide exist, yet the issues persist in many regions. This is because the focus is on adhering to the law superficially rather than changing societal attitudes.
Similarly, rules regarding environmental protection, such as bans on tree cutting and poaching, can only be successful if people internalize their importance. Citizens should adopt practices that promote harmony with nature and respect for wildlife. The effective implementation of rules requires public awareness, education, and a shift in mindset, so citizens are not only law-abiding but also genuinely committed to creating a better society.
Story Writing:
Learning to Ride a Bicycle
When I was eight, I decided it was time to learn how to ride a bicycle. My father had bought me a bright red bike, and it gleamed in the sunlight, waiting for me to hop on. I was filled with excitement, but a little bit of fear crept in, knowing that balancing on two wheels wasn’t going to be easy.
The first few attempts were nothing short of disastrous. As soon as my father let go, I would wobble uncontrollably and fall. I scraped my knees several times, and frustration began to set in. I wondered if I would ever learn. However, I was determined. I observed other kids who rode their bikes with ease and realized they, too, must have faced challenges when they started.
Then one evening, something clicked. My father gave me a little push, and this time, I felt a strange sense of balance taking over. I pedaled faster, and to my amazement, I was riding all by myself. The wind rushed against my face, and I felt a surge of freedom.
Looking back, learning to ride a bicycle was not just about balancing—it taught me resilience. No matter how many times we fall, we must always get back up, ready to try again.
Project
Go around your neighborhood and talk to people, particularly elders, and collect riddles and puzzles in their languages.
Ask them how and why such riddles could have emerged.
Collet at least 10-15 and write them in an order with information. Find out more about the riddle.
Present it to the class as a chart and oral presentation.
Answers:
Project: Collecting Riddles from the Neighborhood
Objective:
- To collect and understand local riddles and puzzles from elders in the neighborhood.
- Explore how and why these riddles could have emerged and their significance in local culture.
Steps:
- Visit Elders in the Neighborhood:
- Talk to grandparents, neighbors, and community elders who are familiar with traditional riddles and puzzles.
- Ask them to share 10-15 riddles in their local language.
- Inquire about the origin of these riddles and how they were used in the past (for entertainment, teaching lessons, etc.).
- Record the Riddles:
- Write down each riddle along with its meaning, translation (if needed), and the context in which it was commonly used.
- Analyze the Riddles:
- Find out why these riddles might have emerged (e.g., for fun, passing down knowledge, or testing intelligence).
- Discover any moral, cultural, or educational lessons hidden in the riddles.
- Riddle Collection:
- Present each riddle with its answer in an ordered format.
- Include any interesting stories or traditions associated with the riddle.
- Riddle (in local language): “Ek ghar mein sabke saath rehta hoon, kabhi na bolta hoon. Batao main kaun hoon?”
- Translation: “I live in the house with everyone, but I never speak. Who am I?”
- Answer: A lock (Tala)
- Origin/Usage: Used to teach children the importance of observation.
- Riddle (in local language): “Chhoti si hai par ghari ke saath bhaagti hai, din raat kabhi rukti nahi. Batao kaun?”
- Translation: “It’s small but runs with the clock, never stops day or night. Who is it?”
- Answer: The second hand of a clock.
- Origin/Usage: A common riddle used to explain timekeeping.
- Create a Chart:
- Prepare a neat chart displaying all the riddles, their answers, and the associated information (origin, usage, and lessons).
- Use colorful visuals to make the presentation engaging for the class.
- Oral Presentation:
- Present the riddles one by one to the class, explaining their meaning and origin.
- Encourage the class to solve the riddles before revealing the answers.
- Share any insights or interesting stories you learned from the elders about the riddles.
Conclusion:
- This project will help preserve local traditions and introduce the class to cultural riddles.
- You will gain a better understanding of how riddles were used in society and the value they brought to teaching and entertainment.
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