Preparing for the CBSE Class 10 English Board Exams requires a deep, comprehensive understanding of the prescribed NCERT textbooks. Chapter 3 of the “First Flight” prose reader, titled “Two Stories about Flying,” is a pivotal chapter that comprises two distinct narratives: Liam O’Flaherty’s “His First Flight” and Frederick Forsyth’s “The Black Aeroplane.” Both stories explore the themes of courage, self-belief, and overcoming fear, making them highly significant for both short-answer and long-answer questions in the board exams. To help students secure a perfect score, this article provides 100% complete, flawless, and textbook-accurate NCERT solutions designed by senior content architects and board exam graders. Every single question from the textbook, including the critical reflection prompts, writing tasks, and vocabulary exercises, has been solved in meticulous detail, adhering strictly to the CBSE marking scheme. By studying these solutions, students will learn how to structure their answers, use high-scoring vocabulary, and address the core arguments that examiners look for during evaluation.
NCERT Solutions for Class 10 His First Flight
The first part of Chapter 3, “His First Flight” by Liam O’Flaherty, is a beautiful allegory that highlights the psychological barriers one must overcome to achieve success. The story of the young seagull is not just about a bird learning to fly; it is a universal representation of the hesitation, self-doubt, and fear that accompany any new endeavor. As senior NCERT content architects, we have structured these solutions to help students understand the deeper thematic elements while providing precise, textual answers that meet the exact requirements of the CBSE evaluation process.
The young seagull’s journey from paralyzing fear to triumphant flight is a classic example of how external pressure, combined with internal necessity, can force an individual to discover their latent potential. The narrative vividly describes the physical and emotional state of the young bird as he stands alone on his ledge, watching his family soar effortlessly through the air. This contrast between the family’s competence and the protagonist’s perceived inadequacy is a crucial point of analysis for students preparing for character-based and comparative questions.
Check Your Understanding
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 steps? (Page No. 36) [BOARD EXAM FAVORITE]
Answer:
The young seagull was afraid to fly because he lacked self-confidence and was terrified by the vast expanse of the sea stretching down beneath his ledge. He was convinced that his wings would never support him, and the sheer height of the cliff made him feel that a plunge would result in his death. This fear was psychological, as his wings were actually much larger and stronger than those of his younger siblings, who had already flown away.
Yes, it is highly probable that most young birds experience a degree of fear and hesitation when attempting their first flight, as it requires them to trust their instincts over their physical senses. However, just like humans, some birds may be more timid and cautious than others, requiring more encouragement and stimulation from their parents. Similarly, a human baby certainly finds it a challenge to take its first steps, as it involves overcoming the fear of falling, mastering physical coordination, and building the necessary muscular strength to support their weight.
Question 2
“The sight of the food maddened him.” What does this suggest? What compelled the young seagull to finally fly? (Page No. 36) [BOARD EXAM FAVORITE]
Answer:
The phrase “the sight of the food maddened him” suggests that the young seagull was starving and desperate for nourishment, having not eaten anything for more than twenty-four hours. His hunger had reached a peak where his physical need for survival completely overpowered his paralyzing fear of flying and falling into the deep sea. The sight of his mother tearing at a piece of fish and sharpening her beak on the rock intensified his craving, driving him to a state of temporary madness.
Ultimately, it was hunger and the clever strategy of his mother that compelled the young seagull to finally take his flight. His mother flew towards him with a piece of fish but halted just opposite his ledge, keeping the food almost within reach of his beak. Maddened by hunger and unable to resist the temptation, the young seagull dived at the fish, falling outwards and downwards into space, which forced him to spread his wings and fly.
Question 3
“They were beckoning to him, calling shrilly.” Why did the seagull’s father and mother threaten him and cajole him to fly? (Page No. 36)
Answer:
The young seagull’s parents threatened and cajoled him because they knew that flight was essential for his survival and independence as a wild bird. They understood that if he did not overcome his fear, he would starve to death on the isolated ledge, as they would not support his cowardice indefinitely. Their harshness was not a sign of cruelty, but a form of tough love designed to push him out of his comfort zone and force him to discover his natural abilities.
Thinking about the Text Solutions for Part One
The “Thinking about the Text” section for Part One encourages students to reflect on the universal human experiences of fear, parental guidance, and the necessity of taking risks. These questions are designed to bridge the gap between the literal narrative of the seagull and the personal lives of the students. In this section, we provide structured, high-scoring answers that demonstrate a mature understanding of these life lessons, which is essential for securing full marks in the CBSE Class 10 English Board Exam.
When answering these reflective questions, students must ensure they use appropriate vocabulary and connect the textual themes to broader human contexts. The transition from dependency to self-reliance is a key theme that examiners look for in student responses. Our solutions are crafted to highlight these connections clearly, using precise language and structured paragraphs that make evaluation easy for the graders.
Reflect and Respond
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. (Page No. 36)
Answer:
Yes, I had a very similar experience when I was learning how to ride a bicycle at the age of nine. I was absolutely terrified of losing my balance and crashing onto the hard concrete road, which kept me from even trying to pedal without training wheels. My father, recognizing my fear, decided to take a firm yet encouraging approach by taking me to an empty park every evening and holding the back of the bicycle seat while I pedaled.
Despite my constant pleas and tears, he kept encouraging me, promising that he would not let go of the seat under any circumstances. One evening, as I was pedaling smoothly, he quietly let go of the seat without my knowledge, and I continued to ride on my own for several yards before realizing I was riding independently. Although I eventually fell when I realized he wasn’t holding on, the experience taught me that my fear was entirely mental and that I possessed the ability to succeed all along.
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? (Page No. 36) [BOARD EXAM FAVORITE]
Answer:
In the case of learning to ride a bicycle, success was by no means guaranteed, as it required physical coordination, balance, and practice, which are not instinctual in the way flight is for a bird. However, it was absolutely essential for me to try, regardless of the high probability of failure and physical injury. Without taking that initial risk and accepting the possibility of falling, I would have remained dependent on training wheels forever.
This experience highlights the fundamental truth that human growth and learning are impossible without the willingness to fail. Unlike animals, whose survival is largely governed by pre-programmed instincts, humans must consciously choose to confront their fears and learn from their mistakes. Therefore, the act of trying and persevering through failure is far more valuable than a guaranteed, effortless success, as it builds character, resilience, and true self-reliance.
Class 10 English Chapter 3 Writing Task Guide
The writing tasks in Chapter 3 are designed to test students’ creative writing skills, their ability to structure a narrative, and their command over descriptive vocabulary. In the CBSE Class 10 English curriculum, creative writing carries significant weight, and students are expected to write coherent, engaging, and grammatically correct compositions. This guide provides a step-by-step approach to tackling these tasks, ensuring that students can express their ideas clearly and effectively.
To score full marks in the writing section, students must pay close attention to the tone, structure, and flow of their compositions. Whether writing a humorous narrative or a descriptive essay, the use of vivid imagery, appropriate transition words, and a clear beginning, middle, and end is crucial. The following sample composition serves as an excellent model for students to understand how to balance humor with narrative structure.
Writing Task
Question
Write a short composition on your initial attempts at learning a skill. You could describe the challenges of learning to ride a bicycle or learning to swim. Make it as humorous as possible. (Page No. 36) [BOARD EXAM FAVORITE]
Answer:
My Hilarious Battle with the Water: Learning How to Swim
My decision to learn how to swim was born out of a desire to look cool during summer vacations, but it quickly turned into a comedy of errors. On my first day at the local pool, I arrived clad in neon-green trunks, looking like a professional athlete, but feeling like a lamb led to the slaughter. My instructor, a man who seemed to have been carved out of solid granite, looked at my trembling frame and commanded me to jump into the shallow end. I took a deep breath, pinched my nose, and jumped, only to realize that the “shallow end” was deep enough to submerge my dignity entirely.
What followed was a series of desperate maneuvers that resembled a drowning cat more than a human being learning a sport. While my classmates glided through the water like graceful dolphins, I was busy performing the “frantic windmill” technique, splashing water into the eyes of everyone within a five-meter radius. My instructor kept shouting, “Relax and float!” but my brain was convinced that the water was a sentient monster trying to swallow me whole. Every time I tried to inhale, I ended up drinking half the pool, which led me to believe that I was single-handedly reducing the city’s water supply.
The climax of my swimming career came when I was asked to try the backstroke, which required me to trust that I wouldn’t crash into the concrete wall. Naturally, I drifted diagonally, colliding headfirst with the pool ladder, much to the amusement of the onlookers. Despite the bruises, the swallowed chlorine, and the public humiliation, I kept returning to the pool every day. Eventually, the water and I reached a peace treaty; I stopped trying to fight it, and it finally allowed me to float without looking like a shipwreck survivor.
Solved Textbook Questions for The Black Aeroplane
The second part of Chapter 3, “The Black Aeroplane” by Frederick Forsyth, is a thrilling and mysterious story about a pilot who gets lost in a massive storm and is guided to safety by a mysterious black aircraft. This narrative contrasts with the first story by focusing on a human protagonist facing a life-or-death situation in the skies. The questions in this section require students to analyze the pilot’s decisions, his psychological state, and the mysterious elements of the plot.
Our solutions for “The Black Aeroplane” are designed to help students articulate the suspense and tension of the story while providing precise, textual evidence to support their answers. We focus on the pilot’s internal conflict, his desire to reach home, and the physical challenges of flying through a storm without working instruments. These detailed answers are structured to meet the highest standards of the CBSE marking scheme.
Check Your Understanding
Question 1
“I’ll take the risk.” What is the risk? Why does the narrator take it? (Page No. 40) [BOARD EXAM FAVORITE]
Answer:
The risk refers to flying his old Dakota aeroplane straight into a massive storm of black clouds without any visibility and with a limited supply of fuel. The storm clouds were huge and looked like “black mountains,” making it extremely dangerous to navigate through them, especially since he did not have enough fuel to fly around them to the north or south.
The narrator decided to take this immense risk because he was desperately homesick and wanted to spend his holiday with his family in England. He was dreaming of a “good big English breakfast” and was eager to reach home as soon as possible, which clouded his professional judgment and led him to prioritize his personal desires over safety.
Question 2
Describe the narrator’s experience as he flew the aeroplane into the storm. (Page No. 40) [BOARD EXAM FAVORITE]
Answer:
As soon as the narrator flew into the storm, everything went suddenly and completely black, making it absolutely impossible to see anything outside the aeroplane. The old Dakota aeroplane began to jump and twist violently in the turbulent air, making it extremely difficult for him to maintain control of the aircraft.
To his utter horror, when he looked at his instrument panel, he discovered that the compass was turning round and round and was completely dead. The other crucial instruments, including the radio, had also suddenly stopped working, leaving him completely blind, lost, and isolated in the middle of the raging storm.
Question 3
Why does the narrator say, “I landed and was not sorry to walk away from the old Dakota…”? (Page No. 40)
Answer:
The narrator says he was “not sorry to walk away from the old Dakota” because the aircraft had just carried him through a terrifying, life-threatening ordeal in the storm. The plane was old, lacked advanced navigation systems, and had run almost completely out of fuel, making his survival a near-miracle. Walking away from the plane was a physical manifestation of his immense relief at being alive and safe on the ground, and he felt no attachment to the vehicle that had almost become his metal coffin.
Thinking about the Text Black Aeroplane Answers
The analytical questions for “The Black Aeroplane” explore the mysterious and open-ended nature of the story’s conclusion. These questions encourage students to think critically about whether the black aeroplane was a physical reality or a projection of the pilot’s own subconscious mind. Our solutions provide a balanced, comprehensive analysis of both possibilities, helping students write sophisticated answers that demonstrate high-level critical thinking.
In the CBSE board exams, open-ended questions are highly valued as they test a student’s ability to construct a logical argument based on textual evidence. By presenting both the rational and supernatural interpretations of the story, our solutions prepare students to handle any variation of these questions with confidence and academic rigor.
Critical Reflection
Question 4
What made the woman in the control centre look at the narrator strangely? (Page No. 40)
Answer:
The woman in the control centre looked at the narrator strangely because his question about the other pilot and the black aeroplane seemed completely absurd and impossible under the circumstances. She knew that the weather was extremely severe and that no other aircraft would have been permitted to fly in such a dangerous storm. Furthermore, she had been monitoring the radar closely, and the narrator’s Dakota was the only aeroplane visible on her screen that night, making his claim of being guided by another pilot highly unbelievable.
Question 5
Who do you think helped the narrator to reach safely? Discuss this among yourselves and give reasons for your answer. (Page No. 40) [BOARD EXAM FAVORITE]
Answer:
From a rational and psychological perspective, it is highly likely that the narrator was helped by his own subconscious mind and survival instincts during the crisis. When faced with imminent death and extreme panic, the human brain can project a hallucination—in this case, the “black aeroplane”—to guide the individual through a sequence of actions that they are already trained to perform. The “phantom pilot” was a projection of his own inner strength, experience, and determination to survive, which allowed him to keep his composure and land the plane safely.
Alternatively, from a literary and mystical perspective, the story can be interpreted as a supernatural intervention or a miracle, where a guardian angel or a mysterious savior appeared in the form of the black aeroplane to rescue him. The absence of the plane on the radar and its sudden disappearance support this interpretation, suggesting that some forces of nature or divine intervention protect those who refuse to give up hope. Both interpretations are valid, but the psychological explanation of self-help and the power of the human subconscious remains the most plausible and inspiring conclusion.
Vocabulary and Grammar Exercises Solved in Detail
The vocabulary and grammar exercises in Chapter 3 focus on the multiple meanings of words in different contexts, phrasal verbs associated with “fly,” and descriptive verbs of movement. Mastering these exercises is essential for the grammar and vocabulary sections of the CBSE Class 10 English paper. This section provides complete, detailed solutions to all the textbook exercises, explaining the semantic nuances of each word and phrase.
Understanding how words change meaning based on context is a key linguistic skill tested in the board exams. By studying these detailed solutions, students will not only complete their homework accurately but also enhance their writing style by incorporating precise verbs and idiomatic expressions into their essays and answers.
Vocabulary and Structures in Context
Exercise I: Guessing the Meanings of ‘Black’
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. (Page No. 40)
- Sentence: Go and have a bath; your hands and face are absolutely black.
Answer: In this context, ‘black’ means extremely dirty, soiled, or covered with soot and grime. - Sentence: The taxi-driver gave Ratan a black look as he crossed the road when the traffic light was green.
Answer: Here, ‘black look’ means an angry, hostile, or threatening expression. - Sentence: The bombardment of Hiroshima is one of the blackest crimes against humanity.
Answer: In this sentence, ‘blackest’ means most evil, wicked, heinous, or morally reprehensible. - Sentence: Very few people enjoy Harold Pinter’s black comedy.
Answer: ‘Black comedy’ refers to a style of drama that treats serious, morbid, or painful subjects with dark humor. - Sentence: Sometimes shopkeepers store essential goods to create false scarcity and then sell these in black.
Answer: ‘In black’ refers to the illegal market or black market, where goods are sold unlawfully at higher prices. - Sentence: Villagers had beaten the criminal black and blue.
Answer: ‘Black and blue’ is an idiom meaning badly bruised, physically battered, or severely beaten.
Exercise II: Matching Phrasal Verbs with ‘Fly’
Match the phrases given under Column A with their meanings given under Column B: (Page No. 41)
| Column A (Phrases) | Column B (Meanings) |
|---|---|
| 1. Fly a flag | Display a flag on a long pole |
| 2. Fly into rage | Become suddenly very angry |
| 3. Fly along | Move quickly/suddenly |
| 4. Fly high | Be successful |
| 5. Fly the coop | Escape from a place |
Exercise III: Synonyms of ‘Fly’
Tick the words which have the same or nearly the same meaning as ‘fly’ (of birds/insects): (Page No. 41)
Answer:
The words that have the same or nearly the same meaning as ‘fly’ are:
- Swoop: To move rapidly downwards through the air.
- Flit: To move swiftly and lightly from one place to another.
- Float: To drift slowly and restfully through the air or on water.
- Dart: To move suddenly and rapidly in a particular direction.
- Hover: To remain suspended in one place in the air.
- Soar: To fly or rise high in the air.
- Sail: To glide smoothly through the air like a boat on water.
- Flutter: To flap wings quickly and lightly without flying far.
- Skim: To move lightly and quickly just above a surface.
- Glide: To move smoothly and continuously along, without effort.
- Flap: To move wings up and down while flying or preparing to fly.
(Note: Words like ‘sink’, ‘descend’, ‘paddle’, ‘ride’, ‘stay’, ‘fall’, ‘shoot’, ‘spring’ do not primarily mean to move through the air using wings, though some can describe aspects of movement.)
Listen and Respond
Question
Have you ever been alone or away from home during a thunderstorm? Narrate your experience in a paragraph. (Page No. 41) [BOARD EXAM FAVORITE]
Answer:
Yes, I vividly remember a terrifying experience when I was caught in a severe thunderstorm while walking home from school last year. The sky turned an ominous shade of charcoal grey within minutes, and a violent wind began to howl, ripping leaves off the trees and sending dust swirling into my eyes. As the first heavy drops of rain began to fall, a deafening crack of thunder shook the ground beneath my feet, followed by a brilliant flash of lightning that illuminated the darkened street. With no shelter in sight and my umbrella turning inside out due to the gale-force winds, I felt completely vulnerable and helpless. I ran as fast as my legs could carry me to the porch of a closed shop, shivering from both the cold rain and the sheer terror of the storm. Standing there alone, watching the torrential rain flood the streets, I realized how small and powerless we are against the raw, majestic forces of nature, and the relief I felt when the storm finally subsided was indescribable.
CBSE Board Exam Practice Questions with Answers
To ensure students are fully prepared for any question that might appear in the board exams, we have compiled a set of high-probability practice questions. These questions include short-answer and long-answer types that test deep comprehension, character analysis, and thematic understanding. Each answer is written to demonstrate how to integrate textual quotes and key scoring phrases to impress the examiners.
In the CBSE Class 10 English paper, answers are evaluated based on content accuracy, grammatical correctness, and the use of appropriate literary vocabulary. These practice questions are designed to help students practice these skills and build the confidence needed to tackle the literature section of the exam effectively.
Extra Question 1 (Short Answer Type)
How did the young seagull’s family celebrate his first successful flight?
Answer:
Once the young seagull overcame his fear and landed safely on the green sea, his family’s anxiety turned into immense joy. They flew around him, curveting, banking, soaring, and diving to celebrate his triumph. They praised him with loud, joyful screams and offered him scraps of dog-fish from their beaks as a reward for his courage, welcoming him warmly into the community of flight.
Extra Question 2 (Short Answer Type)
What is the significance of the title “Two Stories about Flying”?
Answer:
The title “Two Stories about Flying” is highly significant as it connects two different narratives through the common theme of overcoming fear and taking a leap of faith. While the first story deals with a natural, physical flight of a bird driven by survival instincts, the second story describes a metaphorical flight of a human pilot navigating through a crisis. Both stories highlight that flying requires mental strength, self-belief, and the courage to face the unknown.
Extra Question 3 (Long Answer Type)
Compare and contrast the characters of the young seagull and the pilot of the Dakota aeroplane in terms of their courage and decision-making. [BOARD EXAM FAVORITE]
Answer:
The young seagull and the pilot of the Dakota aeroplane present an interesting contrast in their approach to fear and risk-taking. The young seagull is initially a coward, paralyzed by the fear of failure and death, refusing to fly despite the encouragement and threats of his family. In contrast, the pilot is overconfident and reckless; he recognizes the danger of the storm but chooses to take the risk anyway, driven by his desire to reach home for breakfast.
However, both characters undergo a profound transformation when faced with a crisis. The seagull is forced into action by hunger, and once he takes the plunge, his natural instincts take over, leading him to discover his inner strength. The pilot, on the other hand, is forced to rely on his training and a mysterious projection of his subconscious mind to navigate through the black clouds. Ultimately, both stories teach us that courage is not the absence of fear, but the ability to act in spite of it, and that self-belief is the key to surviving life’s storms.
Class 10 English Two Stories about Flying Notes
These exam-oriented revision notes are designed to provide students with a quick, comprehensive overview of the key concepts, question-solving strategies, and marking schemes for Chapter 3. By reviewing these notes, students can consolidate their learning and ensure they have memorized the essential points required to score full marks in the board exams.
Our notes focus on the structural elements of the chapter, highlighting the key contrasts, symbolic meanings, and literary devices used by the authors. This analytical approach helps students write mature, well-structured answers that stand out to the examiners.
Key Exam-Oriented Notes and Strategies
- Theme of “His First Flight”: The necessity of self-belief, independence, and parental tough love in overcoming psychological barriers.
- Theme of “The Black Aeroplane”: The power of hope, determination, and the human subconscious mind in surviving life-threatening crises.
- Key Symbolism:
- The Ledge: Represents the comfort zone and dependency.
- The Sea: Represents the vast, intimidating challenges of life.
- The Storm Clouds: Represent unexpected crises and obstacles.
- The Black Aeroplane: Symbolizes hope, inner strength, and divine intervention.
- Marking Scheme Strategy: Always structure long answers with an introduction, textual evidence, and a thematic conclusion. Use high-scoring vocabulary words like paralyzing fear, subconscious projection, instinctual survival, and parental tough love to secure maximum marks.
Mastering Chapter 3, “Two Stories about Flying,” is essential for any Class 10 student aiming to excel in the CBSE English Board Exam. The comprehensive NCERT solutions, writing guides, and practice questions provided in this article offer a flawless roadmap to academic success. By understanding the deeper psychological themes of both stories and practicing the structured answers, students can approach their exams with confidence and precision. Remember, the key to scoring full marks in English literature lies in clear expression, accurate textual references, and a thorough understanding of the marking scheme. Use these expert-designed solutions as your ultimate study companion, and you will be well on your way to securing a perfect score in your board exams. Good luck, and keep soaring high!