What is Activity 1 — His First Flight: Comprehension MCQ about in NCERT Class 10 English Chapter 3?

Activity 1 — His First Flight: Comprehension MCQ is part 1 of Chapter 3 (Unit 3 — Two Stories about Flying) in NCERT Class 10 English. The lesson provides an interactive treatment with paraphrased content, vocabulary highlights, literary device analysis, and CBSE-aligned exercises.

What is Words and Expressions 2 u2014 Unit 3: Two Stories About Flying | Class 10 | MyAiSchool in NCERT Class 10 Mathematics?

Words and Expressions 2 u2014 Unit 3: Two Stories About Flying | Class 10 | MyAiSchool is a key concept covered in NCERT Class 10 Mathematics, Chapter 3: Chapter 3. This lesson builds the student's foundation in the chapter by explaining the core ideas with worked examples, definitions, and step-by-step methods aligned to the CBSE curriculum.

How do I solve problems on Words and Expressions 2 u2014 Unit 3: Two Stories About Flying | Class 10 | MyAiSchool step by step?

To solve problems on Words and Expressions 2 u2014 Unit 3: Two Stories About Flying | Class 10 | MyAiSchool, follow the NCERT method: identify the given quantities, choose the relevant formula or theorem, substitute values carefully, and simplify. Class 10 exercises gradually increase in difficulty u2014 start with solved NCERT examples before attempting exercise questions, and always verify your answer by substitution or diagram.

What are the most important formulas for Chapter 3: Chapter 3?

The essential formulas of Chapter 3 (Chapter 3) are listed in the chapter summary and highlighted throughout the lesson in formula boxes. Memorise them and practise at least 2u20133 problems per formula. CBSE board exams frequently test direct application as well as combined use of multiple formulas from this chapter.

Is Words and Expressions 2 u2014 Unit 3: Two Stories About Flying | Class 10 | MyAiSchool important for the Class 10 board exam?

Words and Expressions 2 u2014 Unit 3: Two Stories About Flying | Class 10 | MyAiSchool is part of the NCERT Class 10 Mathematics syllabus and appears in CBSE board exams. Questions typically include short-answer, long-answer, and competency-based items. Review the NCERT examples, exercise questions, and previous-year board problems on this topic to prepare confidently.

What mistakes should students avoid in Words and Expressions 2 u2014 Unit 3: Two Stories About Flying | Class 10 | MyAiSchool?

Common mistakes in Words and Expressions 2 u2014 Unit 3: Two Stories About Flying | Class 10 | MyAiSchool include skipping steps, misapplying formulas, sign errors, and losing track of units. Write each step clearly, double-check algebraic manipulations, and re-read the question after solving to verify that your answer matches what was asked.

Where can I find more NCERT practice questions on Words and Expressions 2 u2014 Unit 3: Two Stories About Flying | Class 10 | MyAiSchool?

End-of-chapter NCERT exercises for Words and Expressions 2 u2014 Unit 3: Two Stories About Flying | Class 10 | MyAiSchool cover all difficulty levels tested in CBSE exams. After completing them, try the examples again without looking at the solutions, attempt the NCERT Exemplar questions for Chapter 3, and solve at least one previous-year board paper to consolidate your understanding.

What is Words and Expressions 2 — Unit 3: Two Stories About Flying | Class 10 | MyAiSchool in NCERT Class 10 Mathematics?

Words and Expressions 2 — Unit 3: Two Stories About Flying | Class 10 | MyAiSchool is a key concept covered in NCERT Class 10 Mathematics, Chapter 3: Chapter 3. This lesson builds the student's foundation in the chapter by explaining the core ideas with worked examples, definitions, and step-by-step methods aligned to the CBSE curriculum.

What are the most important formulas for Chapter 3: Chapter 3?

The essential formulas of Chapter 3 (Chapter 3) are listed in the chapter summary and highlighted throughout the lesson in formula boxes. Memorise them and practise at least 2–3 problems per formula. CBSE board exams frequently test direct application as well as combined use of multiple formulas from this chapter.

Is Words and Expressions 2 — Unit 3: Two Stories About Flying | Class 10 | MyAiSchool important for the Class 10 board exam?

Words and Expressions 2 — Unit 3: Two Stories About Flying | Class 10 | MyAiSchool is part of the NCERT Class 10 Mathematics syllabus and appears in CBSE board exams. Questions typically include short-answer, long-answer, and competency-based items. Review the NCERT examples, exercise questions, and previous-year board problems on this topic to prepare confidently.

What mistakes should students avoid in Words and Expressions 2 — Unit 3: Two Stories About Flying | Class 10 | MyAiSchool?

Common mistakes in Words and Expressions 2 — Unit 3: Two Stories About Flying | Class 10 | MyAiSchool include skipping steps, misapplying formulas, sign errors, and losing track of units. Write each step clearly, double-check algebraic manipulations, and re-read the question after solving to verify that your answer matches what was asked.

Where can I find more NCERT practice questions on Words and Expressions 2 — Unit 3: Two Stories About Flying | Class 10 | MyAiSchool?

End-of-chapter NCERT exercises for Words and Expressions 2 — Unit 3: Two Stories About Flying | Class 10 | MyAiSchool cover all difficulty levels tested in CBSE exams. After completing them, try the examples again without looking at the solutions, attempt the NCERT Exemplar questions for Chapter 3, and solve at least one previous-year board paper to consolidate your understanding.

TOPIC 3 OF 9

Activity 1 — His First Flight: Comprehension MCQ

🎓 Class 10 English CBSE Theory Ch 3 — Unit 3 — Two Stories about Flying ⏱ ~20 min

🌐 Language: [gtranslate]

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[myaischool_lt_english_assessment grade_level="class_10" difficulty="intermediate"]

Let's Begin — Unit 3: Two Stories About Flying

This unit connects to 'His First Flight' and 'The Black Aeroplane' from First Flight, and introduces 'All About a Dog' — a story about rules, authority, and human behaviour.

Warm-up Q1: The young seagull feared flying despite watching his family soar. What parallels do you see with human fears — fear of failure, fear of new beginnings? Discuss with a partner.

Warm-up Q2: 'The Black Aeroplane' ends with a mystery. Do you think the pilot imagined the other plane, or was it real? What evidence supports each view?

Vocabulary Warm-up: Predict meanings of: malice, imperturbably, avalanche, indignant, scourge.

malice Desire to harm others; ill will

imperturbably In a calm, unruffled manner; not easily upset

avalanche A large mass rushing down; here, a flood of protests

indignant Angry at something unfair or unjust

scourge A cause of great suffering; to whip or punish

Activity 1 — His First Flight: Comprehension MCQ

Answer the Following Questions (from First Flight)

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 threatened him

(a) — The seagull's fear was rooted in his own self-doubt. He watched his family fly but felt his wings were too small and weak to carry him over the vast ocean.

Q2. Why did his family taunt him about his cowardice?

(a) He went with his sisters and brothers.
(b) He was not listening to them.
(c) He was not accepting their request to fly with them. ✓
(d) He was not liked by them at all.

(c) — Despite encouragement and demonstrations by his siblings and parents, the young seagull refused to take the leap. The family's taunting was a strategy to motivate him through reverse psychology.

Q3. How did the young seagull start flying?

(a) His mother showed him fish and moved away to make him fly. ✓
(b) His brothers and sisters trained him to fly.
(c) He was hungry and moved to fly in search of food.
(d) He did not learn to fly at all.

(a) — His mother held a piece of fish and flew towards him, then moved away just as he lunged forward. His hunger overcame his fear and his wings instinctively spread — he was flying before he realised it.

Q4. Which statement is NOT true of the young seagull?

(a) He was lazy and did not want to fly. ✓ (NOT true)
(b) He wanted to fly but was afraid.
(c) His family helped him fly.
(d) His hunger made him fly.

(a) is NOT true. The seagull was not lazy — he desperately wanted to fly but was paralysed by fear. He watched his family longingly. His problem was fear, not laziness. This distinction is important for character analysis.

Q5. 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 food. ___

(a) False — He watched them but refused to join. Fear prevented him.
(b) True — Hunger was the immediate trigger that overcame fear.
(c) True — Fear is the central conflict of the story.
(d) False — It was his mother's strategy with the fish that initiated his first flight. He didn't fly independently to find food.

Key Vocabulary — All About a Dog

malice

noun

The desire to harm or cause suffering to others; ill will.

imperturbably

adverb

In a calm, composed way that is not easily agitated or upset.

indignant

adjective

Feeling or showing anger at something considered unfair or wrong.

scourge

noun/verb

A cause of great suffering; or to whip/punish severely. The narrator says rules are not a scourge to punish passengers.

abject

adjective

Utterly miserable, degrading, or without dignity. Abject surrender = a complete, humiliating giving-in.

remnant

noun

A small remaining quantity; the few passengers still left on the bus.

Grammar Visualisation — Active and Passive Voice

Grammar Workshop A — Phrasal Verbs

A phrasal verb = verb + preposition/adverb. The combined meaning is often different from the individual words. Example: walk away from the old Dakota = move away from. The verb 'walk' + 'away' creates a new meaning.

walk in

To enter a place casually or unexpectedly

"She walked in just as the meeting was ending."

walk out

To leave suddenly, especially in protest

"The workers walked out over unpaid wages."

take away

To remove or carry something from a place

"The officer took away his phone as evidence."

take up

To begin a hobby/interest; to fill space or time

"She took up cycling after retirement."

take in

To absorb information; to deceive; to provide shelter

"He was taken in by the tailor's flattery."

give away

To reveal a secret; to give something for free

"His nervous laugh gave away the surprise."

give in

To surrender or yield to pressure

"The conductor refused to give in to the passengers."

give up

To stop trying; to abandon an effort

"Never give up on your dreams."

put away

To store something in its proper place

"Put away your books before lunch."

put out

To extinguish; to inconvenience someone

"Firefighters put out the blaze in an hour."

Grammar Workshop B — Active to Passive Voice

Tense Rules for Passive:
Simple Present: is/are + V3 | Simple Past: was/were + V3 | Present Perfect: has/have been + V3

(a) Taj Mahal / build / Shah Jahan. (Simple Past)

The Taj Mahal was built by Shah Jahan. — Simple Past passive: was/were + past participle (built).

(b) Malaria virus / transmit / female Anopheles mosquito. (Simple Present)

The malaria virus is transmitted by the female Anopheles mosquito.

The case has been solved by the police and two persons have been arrested.

(d) Many houses and lives / destroy / volcanic eruption in Mt. Etna. (Simple Past)

Many houses and lives were destroyed by the volcanic eruption in Mt. Etna.

(e) Ultraviolet rays / prevent / ozone layer / entering 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.

Grammar Workshop C — Unscramble the Sentences

Rearrange the jumbled words to form meaningful sentences about Amelia Earhart, the pioneering aviator. Use correct punctuation.

(a) records / flying / many / who / American aviator / was an / Amelia Earhart / set

Amelia Earhart was an American aviator who set many flying records.

(b) the first / across / woman / solo / to fly / the Atlantic Ocean / she / became

She became the first woman to fly solo across the Atlantic Ocean.

(c) a flight / July 1937 / the globe / Earhart / disappeared / to circumnavigate / somewhere / over the / Pacific / in / during

During a flight to circumnavigate the globe in July 1937, Earhart disappeared somewhere over the Pacific.

(d) was never / found / and / she was / officially declared / plane wreckage / lost / at sea / her

Her plane wreckage was never found and she was officially declared lost at sea.

(e) century / her / disappearance / remains / of the / one of the / greatest / unsolved mysteries / twentieth

Her disappearance remains one of the greatest unsolved mysteries of the twentieth century.

Vocabulary — Making Adverbs & Using Prefixes

A. Making Adverbs (add -ly, note spelling changes)

Adjective	Adverb	Spelling Note
angry	angrily	y → i + ly
vague	vaguely	drop 'e', add 'ly' → vaguely
indignant	indignantly	simply add -ly
threatening	threateningly	simply add -ly
hurry (noun)	hurriedly	from 'hurried' + ly; y → i

B. Prefix im- (makes antonyms — not / opposite)

Make antonyms using prefix im-: mobile, possible, perfect, patient, mature, polite, moral, practical

C. Prefix il- and in-

Make antonyms: logical, legal, literate, legible | secure, complete, capable, sane

📋

Extract-Based Practice — All About a Dog

"Rules 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... They are meant to be observed in the spirit, not in the letter, for the comfort and not the discomfort of the passengers."

Q1. What distinction does the narrator draw between different types of rules?

L2 Understand

The narrator distinguishes between hard and fast rules (which must always be followed, like traffic rules, because breaking them endangers lives) and rules for guidance (which allow discretion based on common sense and context, like the rule about dogs on buses). The first category is non-negotiable; the second should be applied flexibly.

Q2. What does 'observed in the spirit, not in the letter' mean?

L4 Analyse

To follow a rule 'in the letter' means to follow its exact wording rigidly. To follow it 'in the spirit' means to honour its underlying intention and purpose. The dog rule existed to prevent disturbance to passengers — but on a cold night with a sick woman, enforcing it rigidly caused far more disturbance than the small dog ever would. The conductor followed the letter but violated the spirit.

Q3. What does the conductor's behaviour reveal about the misuse of authority?

L5 Evaluate

The conductor exemplifies how authority can be used vindictively rather than helpfully. He had a deep grievance against passengers and seized on the dog rule as a chance for personal triumph. Instead of serving the passengers' welfare (the purpose of his role), he used his small power to dominate and humiliate them. This is the misuse of institutional authority — using legitimate power for personal satisfaction rather than public good. A.G. Gardiner uses this incident to comment on bureaucratic rigidity in general.

Editing Exercise — UFOs Passage (Add Punctuation)

The following paragraph needs capital letters, commas, and full stops. Rewrite it correctly.

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

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 evidence to support their observations. They said that they had 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. Police were on red alert. Many community centres were established. People became more vigilant. Gradually, the number of sightings reduced.

Writing Task — Article Writing (120–150 words)

Write an article on: 'Rules are meant to be observed in spirit, not only in letter.' Choose one context from the box below.

Article Format

Title: Catchy and relevant
By: Your name
Opening paragraph: Hook + introduce the issue
Body (2 paragraphs): Context-specific examples + analysis
Conclusion: Call to action or reflective statement
Word limit: 120–150 words

Model Article — Rules and Road Safety

The Spirit Behind the Sign
By Arjun Mehta

Every day, we drive past signs that say 'No Parking' and 'Speed Limit 40', and every day, many of us choose to ignore them. Rules, it seems, are made for others. Yet traffic regulations do not exist to give police officers something to enforce — they exist to protect lives.

When a driver parks in front of a fire hydrant for "just five minutes," they are following neither the letter nor the spirit of the rule. When an ambulance cannot reach a driveway because of a casually parked car, the true cost of rule-breaking becomes visible. Rules, whether for traffic, the environment, or civic behaviour, are contracts we make with each other. Their spirit is our collective safety and dignity. Respect the rule, not because you will be caught, but because it protects someone you may never meet.

Fun Fact — Comma UsageA comma can be used to set off a dependent clause at the beginning of a sentence: "After working for an hour, he decided to rest for a while." Always use a comma after an introductory dependent clause — this is a standard CBSE punctuation rule.

Fun Fact — For, Since, During"She is going to Mumbai for three years" (duration). "I am working on the book since Thursday" (should be: have been working since — 'since' needs perfect tense). "Can you meet me during tea time" (within a period). These three prepositions are commonly confused in editing exercises.

FAQ

What is Words and Expressions 2 — Unit 3: Two Stories About Flying about?

Words and Expressions 2 — Unit 3: Two Stories About Flying is a lesson from the NCERT English textbook covering important literary and language concepts with vocabulary, literary devices, and exercises.

What vocabulary is in Words and Expressions 2 — Unit 3: Two Stories About Flying?

Key vocabulary words from Words and Expressions 2 — Unit 3: Two Stories About Flying are highlighted with contextual meanings and usage examples throughout the lesson.

What literary devices are in Words and Expressions 2 — Unit 3: Two Stories About Flying?

Words and Expressions 2 — Unit 3: Two Stories About Flying uses various literary devices including imagery, symbolism, and figurative language identified with coloured tags.

What exercises are in Words and Expressions 2 — Unit 3: Two Stories About Flying?

Exercises include extract-based comprehension questions, grammar workshops, vocabulary activities, and writing tasks with model answers.

How does Words and Expressions 2 — Unit 3: Two Stories About Flying help exam prep?

Words and Expressions 2 — Unit 3: Two Stories About Flying includes CBSE-format questions and model answers following Bloom's Taxonomy levels L1-L6.

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