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His First Flight — Liam O’Flaherty

🎓 Class 10 English CBSE Theory Ch 3 — Two Stories about Flying ⏱ ~36 min
🌐 Language: [gtranslate]

This MCQ module is based on: His First Flight — Liam O’Flaherty

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

Before You Read — Anticipation Guide

From the earliest times, humans have dreamed of conquering the skies. Here are two very different stories about flying — one about a bird's first flight, and another about a pilot lost in a storm. Think about these questions before reading.

Prediction 1: A young seagull refuses to jump off a ledge and fly. His siblings have already flown. His parents threaten and plead. What do you think will finally make him take the leap?
Prediction 2: A pilot, flying alone at night through a thunderstorm, loses all instruments — compass, radio, fuel gauge. A mysterious plane appears beside him. Who could it be, and why?
Connect to Life: Have you ever been too scared to try something new — a sport, a performance, a new school? Who or what finally pushed you to try? Discuss.

Vocabulary Warm-Up

Ledge A narrow shelf projecting from a cliff or wall
Upbraiding Scolding; finding fault with someone angrily
Preening Carefully arranging and cleaning feathers
Derisively Mocking; showing contempt or ridicule
Espionage The practice of spying for a government or organisation
Obedient Willing to follow instructions without question
Key themes to watch for:
Story I — His First Flight: Courage vs. fear · The role of hunger as motivation · Family dynamics and tough love · The joy of discovery.
Story II — The Black Aeroplane: Mystery and the supernatural · Risk-taking · The unknown helper · Unanswered questions and their literary purpose.

His First Flight — Liam O'Flaherty

LO
Liam O'Flaherty
Irish Author 1896–1984 Short Fiction Animal Stories

Liam O'Flaherty was a celebrated Irish novelist and short story writer known for his vivid, intense portrayals of natural life and human struggle. Born on the Aran Islands off the west coast of Ireland, he grew up surrounded by the sea and wild bird life — experiences that deeply informed his writing. His animal stories are particularly remarkable for capturing instinct, fear, and survival with psychological depth. His First Flight is among his most widely anthologised works, beloved for its perfect blend of suspense and natural observation.

1

The young seagull sat alone on his ledge, perched above the vast expanse of sea. His two brothers and sister had already taken to the air the previous day, but he had not been able to summon the courage to follow them. Each time he had edged forward to the brink and tried to lift his wings, a wave of terror had overtaken him. The drop below looked impossibly deep — it felt like miles. He was certain his wings could never hold him, so he had retreated to the hollow beneath the ledge where he slept at night. Even watching his siblings — whose wings were far shorter than his own — run to the edge and leap into the air had not given him courage. Irony

2

His parents had circled around the ledge, calling to him sharply, upbraiding him, threatening to leave him on the ledge to starve unless he flew. But nothing had moved him. That had been twenty-four hours ago. Since then, nobody had come near him. The whole previous day, he had watched his family out on the opposite cliff — teaching his brothers and sister how to skim the waves, how to dive for fish. He even saw his older brother catch his first herring and devour it proudly on a rock while his parents circled overhead, cackling with delight. Personification The rest of the morning, the family had mocked him from the plateau across the chasm.

3

Now the sun blazed overhead, making his ledge unbearably hot. He had not eaten since the night before. He crept to the brink, stood on one leg with the other tucked under his wing, and closed his eyes — pretending to sleep. Still no one paid him any attention. He watched his brothers and sister dozing on the plateau, heads sunk into their neck feathers. His father was preening his white back. Only his mother watched him from a raised hump on the plateau, her breast thrust forward. She tore repeatedly at a piece of fish at her feet, scraping her beak sideways on the rock. Imagery The sight of the food drove the young seagull half-mad with longing.

4

"Ga, ga, ga!" he cried, begging her to bring him some. "Gaw-col-ah!" she screamed back derisively. But he kept calling out plaintively — and then, with a cry of joy, he saw her lift a piece of fish in her beak and fly towards him. He leaned out eagerly, tapping the rock with his feet, trying to get as near as he could. But when she was exactly opposite him, she halted — wings motionless, the piece of fish almost within his reach. He waited in surprise. Then, maddened by hunger, he dived at the fish. With a loud cry, he fell outward and downward into open space. Symbolism A monstrous terror seized him — and then, the next moment, he felt his wings spread wide. The wind rushed under them. He was no longer falling. He was soaring.

5

He was no longer afraid. A slight dizziness, nothing more. He flapped once, and he soared upward. His mother swept past him, screaming with joy. His father and brothers and sister wheeled about him — curveting, banking, diving. He had forgotten completely that he had ever been afraid. He was flying. He was near the sea now, flying straight out over it, and the green expanse below him glittered with tiny ridges. He turned his beak sideways and cawed in amusement. Imagery

6

His parents and siblings had landed on the floating green surface ahead. They beckoned to him, calling shrilly. He dropped his legs to land on the green sea — and his legs sank into it. He screamed with shock and tried to rise, but he was exhausted and weak with hunger, and he could not. His feet sank further, then his belly touched it — and he floated. He was floating on the sea. Around him his family screamed with pride, offering him scraps of fish. He had made his first flight. Symbolism

Read and Find Out — Story I

Why was the young seagull afraid to fly? What specific fear held him back?
What does "the sight of the food maddened him" suggest about the role of hunger in the story?
Why did the seagull's parents threaten and cajole him rather than simply waiting for him to try?
Ans 1: The young seagull feared that his wings would not support his weight during the vast drop into the sea. The enormous expanse of water below felt impossibly far — the fear was psychological, not physical, since his wings were actually longer than his siblings' who had already flown.

Ans 2: The phrase shows that desperate hunger became the catalyst that overcame his fear. He had been paralysed by terror for twenty-four hours, but when food was tantalizingly close, instinct overpowered his rational fear — suggesting that sometimes external necessity drives us to overcome our greatest challenges.

Ans 3: Parents in the natural world cannot simply wait indefinitely — survival skills must be learned. The family's approach (threats, encouragement, demonstrations, and finally using food as bait) mirrors how parents often push children into independence for their own long-term good.

Character Map — His First Flight

pushes & inspires threatens & uses food already flew; taunt celebrate first flight Young Seagull Father Seagull Mother Seagull Brothers & Sister The Sea Symbol
The Young Seagull — Protagonist: A timid, fearful bird who clings to the safety of his ledge while his siblings have already embraced the sky. His journey from paralysing fear to triumphant flight mirrors every human's experience of overcoming self-doubt. His courage is finally unlocked not by willpower but by hunger — a beautifully ironic touch by O'Flaherty.
The Father Seagull: Represents authority and tough love. He flies around the ledge, scolding and threatening, but never abandons his son. His impatience is really a form of urgency — he knows the young seagull must fly to survive.
The Mother Seagull: The story's most clever character. She devises the strategy of holding out a piece of fish just within reach — knowing that hunger, more than any threat, will compel action. Her method is both cunning and deeply loving.
Brothers and Sister: They have already taken the leap and symbolise the natural path the young seagull must follow. Their ease in flight highlights his fear and creates the contrast that drives the story's tension.
The Sea — Symbol of Fear and Freedom: The vast, terrifying drop represents the young seagull's greatest fear — and yet when he lands on it, the sea becomes his triumph. What was feared becomes the medium of his liberation.
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Extract-Based Questions — His First Flight

"He was not falling headlong now. He was soaring gradually downwards and outwards. He was no longer afraid. He just felt a bit dizzy. Then he flapped his wings once and he soared upwards."
Q1. What had caused the young seagull to fall outward into space just before this moment?
L1 Remember
Maddened by hunger, the young seagull dived at the piece of fish his mother was holding just out of reach in her beak. His desperate lunge for food propelled him over the edge of the ledge.
Q2. What does the contrast between "falling headlong" and "soaring upwards" reveal about the experience of overcoming fear?
L4 Analyse
The contrast captures the instant transformation from terror to triumph. The physical shift — from an uncontrolled plunge to a graceful soar — mirrors the psychological shift from paralysing fear to confidence. O'Flaherty suggests that courage is not the absence of fear, but the discovery of one's capability in the very moment of fear.
Q3. Identify a literary device used in the passage and explain its effect.
L4 Analyse
The passage uses contrast (a form of antithesis): "not falling headlong" vs. "soaring upwards." This contrast is also reinforced by the shift in emotional state — "monstrous terror" giving way to "no longer afraid." The brevity of the sentences ("He was not falling. He was soaring.") uses a short, staccato rhythm to create the sensation of sudden, exhilarating change.
Q4. "He had made his first flight." Evaluate what this single line achieves as the closing statement of the story. [HOT]
L5 Evaluate
These five simple words carry an enormous emotional weight. Placed at the very end, they function as a moment of quiet triumph after all the drama, fear, and near-starvation. The plain, declarative sentence — with no exclamation, no flourish — mirrors the bird's naturalness: what was once a terrifying impossibility has become simply a fact. For readers, it is a deeply satisfying resolution that universalises the story's message: everyone's "first flight" — their first brave act — is always just one leap away.

The Black Aeroplane — Frederick Forsyth

FF
Frederick Forsyth
British Author b. 1938 Thriller Fiction Adventure Writing

Frederick Forsyth is a celebrated British thriller writer best known for intricate, research-driven novels such as The Day of the Jackal and The Odessa File. A former RAF pilot and journalist, Forsyth brings a deep personal understanding of aviation to his writing. The Black Aeroplane is a short, gripping tale that blends realism with the inexplicable — characteristic of Forsyth's ability to create suspense through precise, factual detail followed by an unsettling mystery.

1

The moon was rising in the east, behind the narrator, and stars glittered in a clear sky overhead. Not a single cloud anywhere. He was flying his old Dakota aeroplane over France, heading back to England. He was lost in pleasant thoughts — daydreaming of his family and a proper English breakfast. The radio crackled as he called Paris Control: the instruction came back immediately — turn twelve degrees west. He checked his map and compass, switched to his last fuel tank, and adjusted course. 'I'll be in time for breakfast,' he thought. Imagery

2

Paris was about 150 kilometres behind him when he saw them — storm clouds. Massive, black, towering. Simile They looked like enormous black mountains blocking the whole sky ahead. He could neither fly over them nor fly around them — he lacked the fuel. He knew the sensible choice was to turn back to Paris. But he wanted home. He wanted that breakfast. 'I'll take the risk,' he decided — and flew the old Dakota straight into the heart of the storm.

3

Inside the clouds, everything turned instantly black. The aeroplane lurched and twisted. He glanced at his compass — and could not believe what he saw. The compass was spinning around and around, completely dead. The other instruments had gone silent too. The radio gave nothing but static. He had no compass, no radio, and he could not see anything outside. He was entirely lost in the middle of the storm. Imagery

4

Then, through the black clouds right beside him, he spotted another aeroplane. It carried no lights on its wings, yet he could see it — and he could make out the pilot's face, turned towards him. A mysterious wave. "Follow me," that wave seemed to say. Relief washed over the narrator. Someone knew he was lost. Someone was trying to help him. Symbolism Like an obedient child, he fell in behind the strange black aeroplane and followed it through the darkness.

5

Half an hour passed. The mysterious plane held steady ahead. Now there was barely enough fuel left for five to ten minutes of flight. Fear crept back in. But then the dark plane began to descend — and he followed it down through the storm. Suddenly he broke out of the clouds and saw, directly ahead, two long lines of lights stretching into the darkness. A runway. An airport. He was safe. He turned to look for his mysterious companion — but the sky was completely empty. The black aeroplane had vanished. Irony

6

After landing, he walked to the control centre and asked a woman there where he was — and who the other pilot was. He wanted to say thank you. She looked at him strangely, then laughed. There had been no other plane, she said. His was the only aircraft showing on her radar that stormy night. He walked back to the old Dakota and stood there alone in the dark, turning the question over in his mind: Who was the pilot in the strange black aeroplane? Symbolism

Read and Find Out — Story II

What risk did the narrator take and why?
What happened to all the narrator's instruments inside the storm?
Who or what do you think the black aeroplane might have been? Discuss with reasons.
Ans 1: The narrator risked flying directly into a massive storm instead of turning back to Paris. He took this risk because he was eager to return home to his family and longed for an English breakfast — desire overrode caution.

Ans 2: Once inside the storm clouds, his compass began spinning uselessly, his other instruments went dead, and the radio stopped functioning. He was left flying completely blind — with no navigation tools whatsoever.

Ans 3: This is an open question designed to provoke discussion. Possible interpretations include: (a) a hallucination caused by stress and hypoxia; (b) a supernatural/divine intervention; (c) a real but unregistered aircraft. The story deliberately leaves this unanswered, creating a lasting sense of mystery.

Comparative Theme Web — Two Stories About Flying

FLIGHT Central Theme Overcoming Fear Seagull's courage Risk & Survival Pilot in storm Parental Guidance Tough love → growth Mystery & Faith Unknown helper Desire vs. Caution Both protagonists act on desire
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Extract-Based Questions — The Black Aeroplane

"I was very happy to go behind the strange aeroplane like an obedient child. After half an hour the strange black aeroplane was still there in front of me in the clouds."
Q1. Why does the narrator compare himself to "an obedient child" in this passage?
L2 Understand
The simile "like an obedient child" suggests complete trust and submission. Just as a child instinctively follows a trusted adult without questioning, the narrator — stripped of all his instruments and judgement — gives himself over entirely to the guidance of the mysterious plane. It also conveys his vulnerability and the reversal of the usual confidence of an experienced pilot.
Q2. What literary device is used in the phrase "strange black aeroplane"? What mood does it create?
L4 Analyse
The phrase uses imagery combined with epithet — the repeated description of the aeroplane as "black" and "strange" creates an atmosphere of mystery and foreboding. The word "black" carries connotations beyond colour: it evokes darkness, the unknown, and the supernatural. The mood is one of eerie suspense — the reader senses that something unusual is happening, even as the narrator clings to the rational explanation of a fellow pilot.
Q3. The story ends with an unanswered question. Why do you think the author chose not to explain who the mysterious pilot was?
L5 Evaluate
The deliberate ambiguity is a powerful artistic choice. By leaving the mystery unresolved, Forsyth invites readers to bring their own beliefs to the story — whether religious (divine intervention), psychological (hallucination under stress), or supernatural. The unanswered question lingers long after the story ends, making it far more thought-provoking than any neat explanation would have been. It also reflects the honest bewilderment of the narrator — some experiences resist rational explanation.
Q4. "I landed and was not sorry to walk away from the old Dakota." What does this line reveal about the narrator's state of mind? [HOT]
L4 Analyse
The understatement is deliberately ironic. After a near-death experience — instruments dead, fuel nearly gone, flying blind through a storm — "not sorry" is a massive understatement for what must have been overwhelming relief. It also reveals the narrator's restrained British sensibility — he downplays extreme emotion. The phrase "the old Dakota" creates a subtle distance: the plane that once felt familiar and trustworthy has now become associated with danger, and he is glad to leave it behind.

Word Power — Key Vocabulary

ledge
noun
A narrow, horizontal shelf projecting from a cliff face or wall
"The seagull stood on his ledge, afraid to jump."
upbraiding
verb (gerund)
Scolding or criticising someone angrily for a fault
"His parents kept upbraiding him for his cowardice."
preening
verb (gerund)
Carefully grooming feathers with the beak; also, self-admiring behaviour
"His father was preening his white back feathers."
derisively
adverb
In a manner that expresses contempt or ridicule
"She screamed back derisively at his begging calls."
curveting
verb (gerund)
Leaping or prancing; in flight, making curved swooping movements
"His brothers were curveting and banking around him joyfully."
espionage
noun
The practice of spying or using secret agents to gather information
"Fowler had imagined espionage involved dark figures and pistol shots."
prosaic
adjective
Lacking imagination or inspiration; dull and ordinary
"Instead of drama, Ausable got only a prosaic telephone call."
plaintively
adverb
In a mournful, sad, or pleading way
"He kept calling plaintively, hoping his mother would relent."

Grammar Workshop — Contextual Word Study: 'Black'

The word black appears multiple times in 'The Black Aeroplane' with different meanings. Understanding contextual word meanings is a key Class 10 language skill.

Rule: Contextual Meaning The same word can have very different meanings depending on the sentence context. In (a) "Inside the clouds, everything was suddenly black" — black means 'without light / completely dark'. In (b) "the strange black aeroplane" — black refers to the darkest colour. In idioms like "a black look" — black means 'angry or hostile'.

Match the Meaning — 'Black' in Context

1. "Go and have a bath; your hands and face are absolutely black."
Meaning: Very dirty; covered in grime
2. "The taxi-driver gave him a black look."
Meaning: An angry, hostile, or disapproving look
3. "The bombardment is one of the blackest crimes against humanity."
Meaning: Most wicked; morally darkest
4. "Shopkeepers sell goods in black."
Meaning: Illegally; in the black market

Phrases with 'Fly' — Match Column A with Column B

Fly a flag
→ Display a flag on a pole
Fly into a rage
→ Become suddenly very angry
Fly high
→ Be very successful
Fly the coop
→ Escape from a place

Thinking About the Text — Comprehension Exercises

Story I — Q1 2 marks
Why was the young seagull afraid to fly? Do you think all young birds are afraid to make their first flight?
The young seagull feared that the enormous drop below the ledge — stretching down to the sea that looked miles away — would be fatal if he attempted to fly. He was convinced his wings could never support his weight for such a vast distance. This fear was psychological rather than physical: his wings were actually longer than his siblings' who had already flown. While many young birds do experience hesitancy, the degree varies — this seagull's fear was unusually acute. The parallel to human babies learning to walk is apt: the fear of falling is instinctive, but it must be overcome for growth.
Story I — Q2 2 marks
"The sight of the food maddened him." What does this suggest? What compelled the young seagull to finally fly?
The phrase suggests that desperate, physical hunger overpowered the young seagull's psychological fear. He had been paralysed by terror for twenty-four hours, impervious to threats, pleas, and demonstrations. But when his mother held food tantalisingly close — just within sight but just out of reach — his body's survival instinct overwhelmed his mind's caution. He dived for the fish without thinking, and in doing so, accidentally discovered his ability to fly. This shows that sometimes external necessity drives action where courage alone cannot.
Story II — Q1 2 marks
"I'll take the risk." What is the risk? Why does the narrator take it?
The risk is flying an old Dakota aeroplane directly into a massive storm system — without enough fuel to go around it and with no guarantee of survival. The narrator takes this risk because of emotional desire: he is eager to return home, to see his family, and — in a charming, human detail — to have a proper English breakfast. His desire overrides his professional pilot's caution. This relatable motivation adds depth to what might otherwise be a simple adventure story.
Story II — Q2 3 marks
Describe the narrator's experience as he flew the aeroplane into the storm.
As soon as the narrator entered the storm clouds, everything turned completely black — he could see nothing outside the aircraft. The plane jerked and twisted violently. His compass began spinning uselessly, and all other instruments fell silent. The radio, too, went dead. He was utterly lost — flying blind, with no sense of direction, no external communication, and barely any fuel remaining. Just as his desperation peaked, a mysterious plane appeared beside him — with no wing lights — piloted by a person who waved at him and guided him through the clouds to safety. The experience combined physical danger with psychological mystery, making it one of the most unsettling passages in the chapter.
Story II — Q3 2 marks
What made the woman in the control centre look at the narrator strangely?
The narrator asked her to identify the other pilot in the black aeroplane who had helped him through the storm. But she laughed and told him there had been no other aircraft at all — his was the only plane on her radar that night. His question confused and amused her because it was an impossibility from her vantage point. This revelation creates the story's central mystery: if no other plane existed on radar, what exactly did the narrator see and follow to safety?

Writing Craft — Narrative Paragraph

Task (NCERT): Have you ever been alone or away from home during a thunderstorm? Narrate your experience in a paragraph. If not, imagine you are a pilot who has just flown through such a storm — write a first-person account of what you saw, felt, and feared.
Word limit: 100–120 words
STRUCTURE YOUR PARAGRAPH: Setting → (When? Where? What weather?) Experience → (What happened? What did you see/hear/feel?) Emotional Response → (Fear? Awe? Relief?) Reflection → (What did you learn or realise?) USE THESE TECHNIQUES: • Sensory details: sight, sound, smell, touch • Short sentences for urgency ("Lightning struck. I froze.") • Figurative language: at least one simile or metaphor • First person: "I", "my", "me"
Sample Response:
I was twelve when a thunderstorm trapped me in my grandmother's village. The electricity went out at seven in the evening. Outside, rain hammered the tin roof like a thousand drumbeats. Lightning split the sky in jagged white lines, and each thunderclap shook the walls. I pressed against the wall, my heart thudding. The darkness was so complete it felt like a physical weight. My grandmother sat beside me, quietly murmuring prayers. Her calm felt impossible — like an island in the middle of a violent sea. When the storm finally moved on, I understood why she had not been afraid: she had seen a hundred storms before this one, and survived them all.
Vocabulary

Frequently Asked Questions

What is Two Stories About Flying — 1 about in NCERT English?

Two Stories About Flying — 1 is a lesson from the NCERT English textbook that covers important literary and language concepts. The lesson includes vocabulary, literary devices, comprehension exercises, and writing tasks aligned to the CBSE curriculum.

What vocabulary is important in Two Stories About Flying — 1?

Key vocabulary words from Two Stories About Flying — 1 are highlighted throughout with contextual meanings, usage examples, and interesting facts. Click any highlighted word to see its full definition and example sentence.

What literary devices are used in Two Stories About Flying — 1?

Two Stories About Flying — 1 uses various literary devices including imagery, symbolism, and figurative language. These are identified with coloured tags throughout the text for easy recognition and understanding by students.

What exercises are included for Two Stories About Flying — 1?

Exercises include extract-based comprehension questions in CBSE board exam format, grammar workshops connected to the passage, vocabulary activities, and creative writing tasks with model answers provided.

How does Two Stories About Flying — 1 help in board exam preparation?

Two Stories About Flying — 1 includes CBSE-format extract-based questions, long answer practice with model responses, and grammar exercises that mirror board exam patterns. All questions follow Bloom's Taxonomy levels L1-L6.

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