If you want to prepare for Class 10 English First Flight Chapter 3 Two Stories About Flying: Class 10 Important Questions and Answers, you have come to the right place. In this article, we delve into the fascinating world of flight through the lens of two captivating stories. Whether you're a student preparing for exams or simply curious about the wonders of aviation, we've compiled a collection of crucial questions and insightful answers to enhance your understanding.
|English Language & Literature
|Two Stories about Flying
I. His First Flight
II. Black Aeroplane
|Important Questions and Answers
"Your time is limited, don't waste it living someone else's life."- Steve Jobs
I - His First Flight
His First Flight Class 10 English Questions & Answers
Q. No. 1) Multiple Choice Questions based on an extract:
The day before, all day long, he had watched his parents flying about with his brothers and sister, perfecting them in the art of flight, teaching them how 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 family had walked about on the big plateau midway down the opposite cliff taunting him with his cowardice.
i. Based on the given sentence, pick the option that corresponds to what human parents would say.
‘while his parents circled around raising a proud cackle.’
a. Well done!
b. Oh no!
Ans. Option (a)
ii. Which option lists the image nearest to ‘skim the waves’?
a. image (i)
b. image (ii)
c. image (iii)
d. image (iv)
Ans. Option (c)
iii. Imagine that the young gull attended a workshop on inspiration and confidence building and received a couple of pieces of advice.
- "Knowing yourself is the beginning of all wisdom."
- "The early bird catches the worm."
- "It doesn't matter what others are doing, it matters what you are doing."
- "Everything you've ever wanted on the other side of fear.
Choose the option that reflects these pieces of advice, most relevant to his situation
a. 1 and 2
b. 2 and 3
c. 3 and 4
d. 1 and 4
Ans. Option (c)
iv. Which of the following feelings did the young gull, NOT feel according to the given context?
“…all day long, he had watched his parents flying about with his brothers and sister…”
a. 1, 3, 6
b. 2, 5, 7
c. 2, 3, 7
d. 4, 5, 6
Ans. Option (d)
v. Select the most appropriate option for the following:
devour:guzzle : : nibble: _______
Ans. Option (c)
Q. No. 2) Multiple Choice Questions based on an extract:
He just felt a bit dizzy. Then he flapped his wings once and he soared upwards. “Ga, ga, ga, Ga, ga, ga, Gaw-col-ah,” his mother swooped past him, her wings making a loud noise. He answered her with another scream. Then his father flew over him screaming. He saw his two brothers and his sister flying around him curveting and banking and soaring and diving. Then he completely forgot that he had not always been able to fly, and commended himself to dive and soar and curve, shrieking shrilly.
i. Pick the most appropriate reason why the young gull felt dizzy.
a. He hadn’t eaten anything for a day.
b. He was dizzy with excitement.
c. He was wary of heights.
d. He was flying for the first time.
Ans. Option (d)
ii. How would you describe the screams of the gulls in the given extract?
Ans. Option (a)
iii. The line “he completely forgot that he had not always been able to fly” implies the
a. great confidence the young gull had in his skills.
b. naturalness of the act of flying for the young gull.
c. satisfaction and joy of flying together as a family.
d. desire of the young gull to leave his fears behind.
Ans. Option (b)
iv. The extract refers to the many movements of the young gull’s brothers and sister. Choose the option that correctly sequences these movements.
a. The young gull’s brothers and sister flew by tilting their wings, rose high, made darting movements, and plunged headfirst.
b. The young gull’s brothers and sister flew by plunging headfirst, making darting movements, titled their wings, and rose high.
c. The young gull’s brothers and sister flew with darting movements, titled their wings, rose high, and plunged headfirst.
d. The young gull’s brothers and sister flew by rising high, plunging headfirst, making darting movements, and tilting their wings.
Ans. Option (c)
v. Which of the following mirrors the use of the literary device in “shrieking shrilly”?
a. sparkling saga
b. singing soft
c. slippery sloppily
d. sneeze silently
Ans. Option (d)
Q. No. 3) The purpose of the treatment, given to the young seagull by his parents, was to…………..
a. teach him a lesson about the importance of food.
b. inculcate obedience towards them.
c. let him overcome his fear.
d. improve his relationship with his siblings.
Ans. Option (c)
Q. No. 4) How does the young seagull's attitude towards flying CHANGE in the story 'The First Flight'?
a. He questions it and then accepts it.
b. He enjoys it and then finds it uninteresting.
c. He is uncertain about it and then finds it thrilling.
d. He is curious about it and then thinks it is overrated.
Ans. Option (c)
Q. No. 5) Describe the young seagull’s emotions when he flew over the sea.
Ans. The young seagull felt exhilarated and thrilled as he flew over the sea, experiencing a mix of excitement and awe.
Q. No. 6) The Oxford Dictionary defines ‘hangry’ as ‘bad-tempered or irritable as a result of hunger’. To what extent can the young seagull’s motivation to fly be attributed to being hungry? Support your stance with evidence from the text.
Ans. The young seagull's motivation to fly cannot be solely attributed to hunger. While hunger may have played a role, the text does not explicitly mention it as a driving factor for his desire to fly.
Q. No. 7) “The young seagull was alone on his ledge.” How far do you think this condition was by his choice?
Ans. The condition of the young seagull being alone on his ledge was by his choice as he willingly separated himself from the other gulls to practice flying.
Q. No. 8) Validate the given statement with reference to the baby seagull’s fear.
‘Fear doesn’t exist anywhere else other than one’s mind.’
- The baby seagull could not take his first flight as he was scared that his wings will not support his body weight.
- Saw his family fly –Yet, the fear of falling down gripped his mind—it overpowered any sense of assurance or example
- Result—was too scared to even try.
Q. No. 9) If you were the family member of the young seagull, would you also decide not to go near him? Elaborate with reason.
Ans. As a family member of the young seagull, I would decide not to go near him initially. It is crucial to give him space and independence to explore and develop his flying skills. Interfering may hinder his growth and confidence, allowing him to learn and adapt at his own pace.
Q. No. 10) The young seagull “failed to muster up the courage to take that plunge”. In what way can the reference to the ‘plunge’ here be both literal and metaphorical? Explain.
Ans. The reference to the "plunge" can be both literal and metaphorical. Literally, it refers to the young seagull's fear of diving into the air for his first flight. Metaphorically, it represents his hesitation and reluctance to step out of his comfort zone and embrace new experiences, reflecting the broader theme of overcoming fears and taking risks in life.
Q. No. 11) The ‘fight or flight response’, that is, to stay and face a situation or run from it- is an automatic reaction to an event perceived as stressful or harmful. How would you evaluate the young gull’s response to finding himself off the ledge?
Ans. The young gull's response to finding himself off the ledge can be evaluated as a combination of both fight and flight. Initially, he panics and tries to flap his wings to fly away from the water, displaying a flight response. However, as he gains control and confidence, he fights his fear and successfully takes flight, demonstrating a fight response to overcome the stressful situation.
Q. No. 12) “They were beckoning to him, calling shrilly.” Why did the seagull’s father and mother threaten him and cajole him to fly?
Ans. The seagull's father and mother threatened and cajoled him to fly because they wanted him to overcome his fear and learn to fly like his siblings. Their intention was not to harm or scare him, but rather to motivate and encourage him to take the necessary leap into flight. The shrill calls and beckoning were their way of urging him to join them in the sky and experience the freedom and exhilaration that comes with flying.
By using a combination of gentle persuasion and firm insistence, the parents sought to push the young seagull out of his comfort zone and help him discover his own capabilities. They believed that flying was an essential skill for survival and growth as a seagull, and they wanted their offspring to acquire this ability. Therefore, their actions can be seen as a loving and necessary push toward independence and self-discovery.
Q. No. 13) The young seagull’s parents wanted him to fly, like his brothers and sister. How could the young seagull’s newly flying siblings (Brother 1, Brother 2, and Sister) have motivated him?
Write a brief conversation among them.
Ans. Brother 1: Hey, little brother, why are you still sitting on that ledge? It's time for you to join us in the sky!
Young Seagull: I'm scared, Brother 1. I don't know if I can do it.
Sister: Don't worry, we were all scared at first. But look at us now, soaring through the air! You have the same potential.
Brother 2: That's right! Flying is an incredible experience. The freedom, the view—it's worth overcoming your fear.
Brother 1: We believe in you, little brother. You've been watching and learning from us all this time. It's your turn to spread your wings and feel the wind beneath them.
Young Seagull: But what if I fail?
Sister: Failure is a part of learning. We've had our share of crashes too, but we never gave up. We kept trying until we succeeded.
Brother 2: You won't know what you're capable of unless you try. We'll be there beside you, cheering you on.
Young Seagull: Alright, I'll give it a shot. Thanks, everyone, for believing in me.
In this conversation, the young seagull's siblings motivate him by sharing their own experiences, assuring him that fear is normal but can be overcome, emphasizing the rewards of flying, and offering support and encouragement. Their words instill confidence in the young seagull and inspire him to take the leap and embrace his flying abilities.
Q. No. 14) A noted author, Richard Bach wrote – “For most gulls, it was not flying that mattered, but eating. For this gull, though, it was not eating that mattered, but flight.” Evaluate this statement with respect to the young seagull.
Ans. Richard Bach's statement holds true for the young seagull in the story. Unlike most gulls, who prioritize eating above all else, the young seagull's primary focus is on flight. While food is essential for survival, the young seagull's desire to fly surpasses his hunger. This is evident when he chooses to separate himself from his family on the ledge to practice flying rather than joining them in searching for food.
The young seagull's passion for flight is driven by a deep sense of curiosity, adventure, and a longing for freedom. He finds joy and purpose in the act of flying itself, experiencing a sense of exhilaration and fulfillment. Food becomes secondary to him as he becomes consumed by his aspiration to master the art of flight.
By emphasizing the young seagull's unique perspective, the author highlights the power of pursuing one's passion, even if it means deviating from societal norms or prioritizing unconventional goals. The young seagull's unwavering dedication to flight sets him apart, making him an extraordinary character in the story.
Q. No. 15) Look at the image of Maslow’s hierarchy of needs. Abraham Maslow devised a theory of motivation that shows the basic needs at the bottom and more advanced needs as you move up. It includes the theory that fundamental needs must be met before an individual can be motivated to achieve higher-order needs.
Where in this hierarchy of needs, would you locate the young seagull’s first flight? Justify your response.
Ans. The young seagull's first flight can be located in the hierarchy of needs at the level of self-actualization, which represents achieving one's full potential. According to Maslow's theory, self-actualization is at the highest point of the hierarchy, indicating that it is a more advanced need that individuals strive to fulfill after fulfilling their basic physiological, safety, belongingness, and esteem needs.
In the story, the young seagull's basic physiological needs such as food and water are met by his parents. He also has a sense of safety and belongingness within his gull family. However, his desire to fly goes beyond these fundamental needs. It represents his inner drive to explore, grow, and reach his full potential as a seagull.
By taking flight, the young seagull transcends the lower levels of the hierarchy and focuses on fulfilling his innate need for self-actualization. It signifies his pursuit of personal growth, independence, and the fulfillment of his unique potential, making his first flight a manifestation of achieving higher-order needs in Maslow's hierarchy.
Q. No. 16) Look at the given image of different parenting styles and what they signify.
THE FOUR PARENTING STYLES
|SENSITIVE & RESPONSIVE
|STERN & PUNITIVE
|DOESN'T ENFORCE LIMITS
Which of the given parenting styles would you attribute to the young seagull’s parents?
Do you think there was a difference between the mother’s and father’s attitudes? Support your answer with reference to the text.
Ans. Based on the given parenting styles, the young seagull's parents can be attributed to the authoritative parenting style. The authoritative style is characterized by being demanding while also being sensitive and responsive to the child's needs.
In the text, the young seagull's parents show a balance between setting limits and being supportive. They encourage him to fly and join them, indicating their demanding nature. At the same time, they are shown as sensitive and responsive when the young seagull expresses his fear and reluctance. The mother, in particular, is depicted as caring and understanding, coaxing him gently and reassuring him. The father's attitude is not explicitly described in the text, but it can be inferred that he shares a similar authoritative approach based on their collective encouragement and support for the young seagull's flight.
Overall, the young seagull's parents exhibit a combination of demanding and sensitive parenting, aligning with the authoritative style.
Q. No. 17) You have been asked to present an evaluation of the approaches of the mothers of both, the baby seagull and Amanda, towards helping their children. Write this presentation draft including your insights, in about 120 words, comparing the approaches of both parents.
You may begin this way:
One acknowledges that both parents, Amanda’s mother, and the baby seagull’s mother both....however, ...
(Reference -Amanda! & His First Flight)
Ans. The baby seagull’s mother:
The baby seagull’s mother was a parent who wanted to better her child's life by pushing him out of his comfort zone and encouraging him to learn new skills. She believed that her son is capable of flying, even though he was afraid, and tried to motivate him by showing him how much fun it could be. She also offered him scraps of fish to reward him for his efforts, which is truly a kind of positive reinforcement strategy.
However, the mother's approach also had some drawbacks. By constantly pushing the baby seagull to fly, she was putting him in danger and risking his physical well-being. She also didn't seem to acknowledge his fear and anxiety, which could be a source of stress for the baby seagull.
Amanda's mother is depicted as a strict and critical figure who is presented as always correcting Amanda's behavior, from her posture and habits to her academic performance and personal hygiene.
While her intentions may be good, her methods are shown to be ineffective, and in some cases, harmful. By constantly nit-picking Amanda's behavior, her mother creates an atmosphere of tension and anxiety, which only serves to make Amanda feel worse about herself. This also causes Amanda to feel like she can never measure up, leading her to seek solace in imaginary worlds and fantasies.
The methods of Amanda's mother do not come across as conducive to achieving this goal. Rather than focusing on Amanda's strengths and encouraging her to develop them, she highlights her weaknesses and shortcomings. Amanda is thus, left feeling undervalued, which could have a negative impact on her self-esteem and mental health.
In comparison to Amanda's mother, the seagull's mother seems to be more attuned to her child's needs and abilities. She recognizes that the baby seagull is capable of flying and wants to help him achieve his full potential. However, she may not be taking into account his fears and anxieties, which can be just as important to his well-being as his ability to fly. In contrast, Amanda's mother seems to be too focused on correcting her daughter's flaws and may not be paying enough attention to her strengths and abilities.
Even though both mothers have good intentions and want to better their children's lives, their methods, in part, may be misguided or ineffective. The seagull's mother could benefit from being more sensitive to her child's emotions, while Amanda's mother could benefit from focusing on her daughter's strengths and building her self-esteem.
Ultimately, the best approach for both parents would be the one that would balance positive reinforcement with sensitivity to the child's needs and limitations.
II - Black Aeroplane
Black Aeroplane Class 10 English Questions & Answers
Q. No. 1) Multiple Choice Questions based on an extract
Everything was going well — it was an easy flight. Paris was about 150 kilometers behind me when I saw the clouds. Storm clouds. They were huge. They looked like black mountains 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.
i. Based on the given extract, choose the option that lists the meme which would be the most appropriate response to “…it was an easy flight”?
a. Option (i)
b. Option (ii)
c. Option (iii)
d. Option (iv)
Ans. Option (c)
ii. How would you describe the “risk” the narrator took?
Ans. Option (b)
iii. In what way might the reference to the Dakota as “old” be relevant?
a. Its antique value made it expensive and precious to the narrator.
b. It is employed by the narrator as a term of endearment.
c. It did not have enough fuel to fly around the storm clouds.
d. Its ability to negotiate the storm clouds might have been suspect.
Ans. Option (d)
iv. Read the statements given below, and then select the option that best describes the given statements.
- Statement I – The narrator’s desire to reach home and see his family made him complacent.
- Statement II – The narrator was unaware of the threat that the adversarial storm clouds presented.
- Statement III – The narrator’s decision-making was quick but irresponsible as well as dangerous.
a. Statement I is False, Statement II is True, Statement III cannot be inferred
b. Statements I and III are True, Statement II cannot be inferred.
c. Statement I cannot be inferred, Statement II is False, and Statement III is True.
d. Statements I and II are False, and Statement III is True.
Ans. Option (c)
v. Select the correct option to fill in the blanks below:
risk: risky :: ______ : _______
a. danger: dangerously
b. hazard : hazardous
c. peril : imperiled
d. caution : precaution
Ans. Option (b)
Q. No. 2) In the line given below from 'Black Aeroplane', when the writer refers to the clouds as black mountains, what is he referring to?
They looked like black mountains standing in front of me across the sky.
a. his hopelessness due to imminent death
b. his despair for having to take a detour
c. his excitement to fly over them
d. his fear of their enormous size
Ans. Option (d)
Q. No. 3) 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.” So, who helped me…
i. Select the option that correctly tracks the progression of emotions experienced by the narrator in the given extract.
a. excited – surprised – relieved – grateful – perplexed
b. relieved – confused – curious – dejected – panic-stricken
c. optimistic – lonely – calm – elated – appreciative
d. triumphant – reassured– inquisitive – thankful – uncertain
Ans. Option (a)
ii. Why do you think the woman in the control center laughed?
a. She found the narrator funny.
b. She thought his question preposterous.
c. She thought he was teasing her.
d. She was relieved the narrator was safe.
Ans. Option (b)
iii. Filled with questions, the narrator decides to place an advertisement in the local newspaper to look for his “friend”.
Read the advertisement given below and select the option that includes the most appropriate solutions for the blanks:
Looking for a pilot of a black aeroplane who (i) _______ an old Dakota out of storm clouds late last night, but (ii) _______ before the Dakota pilot could express his gratitude after landing. Though the control center and radar did not (iii) _______ its presence, the Dakota pilot would really appreciate it if his friend reached out. Please contact the Dakota pilot at 5200100110. In deep gratitude and eager (iv) ______, XXX
a. (i) guided; (ii) disappeared; (iii) register; (iv) anticipation
b. (i) took; (ii) landed; (iii) acknowledge; (iv) appreciation
c. (i) brought; (ii) went away; (iii) confirm; (iv) expectation
d. (i) helped; (ii) vanish; (iii) make note; (iv) excitement
Ans. Option (a)
iv. The narrator exclaimed that he was “safe”. Which of the following represented the most immediate threat to the narrator’s safety?
a. The black mountain-like storm cloud
b. The depletion of fuel in the last fuel tank
c. Being lost due to non-functioning equipment
d. The old rattling Dakota aeroplane
Ans. Option (b)
v. Choose the option that correctly matches the idioms in Column A to the story’s events in column B:
|Column A – Idioms
|Column B – Story events
|1. Every cloud has a silver lining.
|(i) The narrator really wanted to have a hearty English breakfast, even though he really ought to have turned back.
|2. To be on cloud nine.
|(ii) The man in the other plane waved at the narrator and asked him to follow, closely drawing him out.
|3. To have your head in the clouds.
|(iii) The compass and other instruments stopped working. The radio was dead too.
|4. gathering clouds.
|(iv) And there it was – the well-lit runway. An airport. The narrator could safely land.
a. 1-(iv); 2-(iii); 3-(ii); 4-(i)
b. 1-(iii); 2-(i); 3-(iv); 4-(ii)
c. 1-(i); 2-(ii); 3-(iii); 4-(iv)
d. 1-(ii); 2-(iv); 3-(i); 4-(iii)
Ans. Option (d)
Q. No. 4) The moon was coming up in the east, behind me, and stars were shining in the clear sky above me. There wasn't a cloud in the sky. I was happy to be alone high up above the sleeping countryside.
i. Who narrates the above lines?
Ans. The pilot, who was flying an aeroplane from Paris to England.
ii. Which type of weather conditions are being discussed in the above lines?
Ans. Favorable weather conditions. The sky was clear.
iii. Explain the term “the sleeping countryside”?
Ans. Everything was going well/calm and quiet.
iv. Why is the narrator happy?
Ans. Happy because of being alone.
Q. No. 5) Based on your reading, would you call the narrator a family man? Justify your stance.
Ans. Based on the story "The Black Aeroplane," we can classify the narrator as a family man. The narrator is very much excited to reach home to spend some quality time with his family. He calculates the time as when he would reach home and have breakfast with his family. Even, in the face of stormy clouds, he did not return to Paris. He risked his life to meet his family.
Q. No. 6) How would you describe the mood of the story, ‘Black Aeroplane’ as it begins?
Ans. The mood of the story "Black Aeroplane" as it begins is ominous and suspenseful, creating a sense of foreboding and mystery.
Q. No. 7) Look at the given image. Briefly evaluate the narrator’s decision to not go back to Paris with reference to the image.
Ans. The narrator's decision to not go back to Paris can be evaluated as a reasonable one based on the given image. Since there is no immediate threat but an opportunity to meet his family, and have breakfast with them aligns with his decision.
Q. No. 8) Do you think that after his experience, the narrator would be able to truly enjoy the English breakfast he had yearned for? Why/ Why not?
Ans. After his experience, the narrator might not be able to truly enjoy the English breakfast he had yearned for because the encounter with the black aeroplane has left him emotionally shaken and possibly unable to fully immerse himself in simple pleasures.
Q. No. 9) What do you think prompted the narrator to act like “an obedient child”?
Ans. The narrator's sense of fear and the gravity of the situation prompted him to act like "an obedient child," recognizing the need to follow the instructions of the pilot of the mysterious black aeroplane for the safety of himself.
Q. No. 10) As a reader, do you feel betrayed or let down in the way the story ends? Validate your opinion.
Ans. The ending of the story "The Black Aeroplane" can be seen as a source of frustration or disappointment for some readers. The abrupt ending without a clear resolution may leave readers wanting more closure or an explanation of the mysterious black aeroplane.
Q. No. 11) James Lane Allen says, “Adversity reveals character”. What do you learn about the narrator from the experience? Mention any two traits supported by the textual evidence.
Ans. From the experience in "The Black Aeroplane," two traits of the narrator's character are revealed.
- Firstly, he displays a strong sense of responsibility for his family's safety, as evidenced by his decision to go home.
- Secondly, he exhibits obedience and compliance, following the instructions of the mysterious black aeroplane without hesitation.
Q. No. 12) Imagine that the narrator shared his story with friends and family once he got home. One of them, a spiritual leader, decided to incorporate the story as part of his weekly sermon to the congregation. Another friend, a psychologist, worked the story into his next lecture on survival instinct and crisis management.
Do you think the two interpretations of the story would be different? If so, how?
What insights might the narrator get about his mysterious experience, if he were to attend both sessions?
Ans. Yes, the interpretations of the story by the spiritual leader and the psychologist would likely differ based on their perspectives and areas of expertise.
The spiritual leader may focus on the symbolism and deeper meaning behind the narrator's experience. They might explore themes of faith, trust, and the presence of unseen forces. The story could be used as an allegory for overcoming adversity, finding strength in uncertain times, or surrendering to a higher power.
On the other hand, the psychologist would analyze the narrator's behavior and psychological responses during the crisis. They might discuss concepts related to fear, stress, and survival instincts. The story could be used to illustrate how individuals react under pressure, coping mechanisms, and the psychology of decision-making in high-stakes situations.
If the narrator were to attend both sessions, he would gain insights from different perspectives. The spiritual leader's sermon might offer him a sense of spiritual reflection, providing comfort, and helping him find deeper meaning in his experience. The psychologist's lecture, on the other hand, could provide him with a psychological understanding of his own reactions and shed light on the broader aspects of human behavior in crisis situations. Overall, attending both sessions would provide the narrator with a more comprehensive understanding of his mysterious experience.
Q. No. 13) In a parallel world, the pilot of the black aeroplane narrates his adventure in a story titled ‘The Old Dakota’. You come across an excerpt from the story, which responds to the ending questions of ‘Black Aeroplane’ and describes the black aeroplane pilot’s decision to fly away after watching the Dakota land.
Compose the said excerpt of the story employing relevant details from ‘Black Aeroplane’.
Ans. As I witnessed the Dakota's successful landing, a sense of relief washed over me. At that moment, I realized that my purpose was not to bring harm or instill fear but to serve as a catalyst for his inner strength and resilience. Seeing him safe, I made the difficult decision to fly away, disappearing into the sky, like a phantom from his life. My mission was complete; the test of his character had been successfully met. His ability to face adversity head-on and make the right choices had been proven. With a tinge of sadness, I departed, knowing that the experience had transformed his life forever.
Q. No. 14) A few days after the experience, the narrator sat with his wife and recalled a long conversation he’d had with his young son the day before. The narrator’s son had spoken to him about his close friend, Freddie, and the many ways Freddie helped him. When the narrator suggested inviting Freddie home for lunch, his wife casually said, “Freddie is like your friend in the black aeroplane!”
That night the narrator decided to record his thoughts in his diary to clear his head. As the narrator, write the diary entry.
Ans. Dear Diary,
Tonight, as I sit here reflecting on the events of the past few days, I am overwhelmed by a mix of emotions and thoughts that I feel compelled to put into words. It has been a remarkable journey, one that has challenged my perception of safety, trust, and the unseen forces that shape our lives.
Earlier today, I had a conversation with my wife, and she made a striking comment that has stayed with me. She compared our young son's close friend, Freddie, to the enigmatic figure in the black aeroplane. It struck a chord within me, for I realized the similarities in their roles. Both have been sources of support and strength for our loved ones, guiding them through challenging times.
The connection between Freddie and the black aeroplane raises intriguing questions about the nature of help and guidance in our lives. Just like the mysterious pilot, Freddie has been a guiding presence, a guardian angel of sorts, who has touched the lives of our son and our family in profound ways.
In light of these thoughts, I am compelled to delve deeper into the significance of these encounters, to unravel the lessons and the messages that have been woven into the fabric of our lives. It is through writing, through recording these reflections, that I hope to clear my head and gain further insights into the mysteries that surround us.
As the night grows darker, I find solace in the knowledge that we are not alone in this journey. There are forces, seen and unseen, guiding us toward growth and resilience. I remain grateful for the experiences that have challenged and shaped us, for they have awakened a newfound appreciation for the interconnectedness of our lives.
With renewed curiosity and a sense of wonder, I close this entry, knowing that the answers lie within, waiting to be discovered.
Hope you liked these Important Questions & Answers on Class 10 English Chapter 3 Two Stories about Flying (His First Flight & Black Aeroplane). Please share this with your friends and do comment if you have any doubts/suggestions to share.