I. His First Flight
--Liam O’ Flaherty
II. Black Aeroplane
--Frederick Forsyth
Glossary
I. His First Flight
|
Sl. No. |
Word / phrase |
Meanings in English |
Visuals |
|
1 |
Seagull
|
a bird that lives near the sea and has short legs, long
wings, and white and grey feathers |
సముà°¦్à°°à°ªు పక్à°·ి |
|
2 |
Ledge
(n) /lɛdʒ/ |
A narrow horizontal shelf projecting from a wall or
(here) a cliff. |
à°¶ిà°–à°°à°ªు à°…ంà°šు |
|
3 |
Brink |
the extreme edge |
à°šివరి à°…ంà°šు |
|
4 |
Flap
(v) |
Moving the wings up and down |
à°°ెà°•్à°•à°²ు à°•ొà°Ÿ్à°Ÿుà°Ÿ |
|
5 |
Plunge
(v) |
Jump
|
à°¦ుà°®ుà°•ుà°Ÿ |
|
6 |
Desperate
(adj) |
A sense of hopelessness |
à°¨ిà°°ాశగా |
|
7 |
Upbraiding
(v) |
Scolding |
à°¤ిà°Ÿ్à°Ÿుà°Ÿ |
|
8 |
To
skim (v) |
To move lightly just above a surface (here the sea) |
à°¨ీà°Ÿి ఉపరితలం à°®ీà°¦ à°œాà°°ుà°Ÿ |
|
9 |
Herring
(n) |
A soft finned sea fish |
|
|
10 |
Cackle
(n) |
To make sharp broken noise (here by birds) |
పక్à°·ుà°²ు à°šేà°¸ే శబ్à°§ం |
|
11 |
Taunting
(v) |
The act of intentionally annoying |
à°µెà°•్à°•ిà°°ింà°šుà°Ÿ |
|
12 |
Plateau
(n) /plætəʊ/ |
a large flat area of land that is higher than other
areas of land that surround it |
à°Žà°¤్à°¤ుà°²ో à°µుà°¨్à°¨ à°šà°¦ుà°¨ైà°¨ à°ూà°®ి |
|
13 |
Dozing
(v) /dəʊz/ |
Fall lightly asleep |
మత్à°¤ుà°—ా à°‰ంà°¡ుà°Ÿ |
|
14 |
Preening |
Making an effort to maintain feathers |
à°°ెà°•్కలను సరిà°šేà°¸ుà°•ొà°¨ుà°Ÿ |
|
15 |
To
Whet (v) |
To sharpen |
పదుà°¨ుà°—ా à°šేà°¯ుà°Ÿ |
|
16 |
Derisively
(adv) |
In a manner showing someone that she/he is stupid |
à°Žà°—à°¤ాà°³ిà°—ా |
|
17 |
Plaintively
(adv) |
Sadly |
à°µిà°šాà°°ంà°—ా |
|
18 |
Scream
(v) |
Make a loud high pitched sound |
à°•ీà°šుమని à°—à°Ÿ్à°Ÿిà°—ా à°…à°°à°šుà°Ÿ |
|
19 |
Headlong
(adv) |
With the head foremost |
తల à°®ుంà°¦ుà°•ు à°ªెà°Ÿ్à°Ÿి |
|
20 |
Swooped
(v) |
Move rapidly through the air |
à°—ాà°²ి à°²ో à°µేà°—ంà°—ా à°•à°¦ుà°²ుà°Ÿ |
|
22 |
Cawed
(v) |
Making a harsh sound (by birds like crows and seagulls) |
à°•ాà°µ్ à°•ాà°µ్ à°…à°¨ి à°…à°°à°šుà°Ÿ |
|
23 |
Beckon
(v) |
To call |
à°ªిà°²ుà°šుà°Ÿ |
Thinking about the Text
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?
Answer: The young seagull was scared to
fly because he thought he might fall into the sea, which looked very far below.
Some birds might be more scared than others. Yes, a baby might find it hard to
take its first steps because it's learning something new.
2.
“The
sight of the food maddened him.” What does this suggest? What compelled the
young seagull to finally fly?
Answer: The young seagull got really
hungry when he saw his family eating fish. This made him really want to fly so
he could get some food too.
3.
“They
were beckoning to him, calling shrilly.” Why did the seagull’s father and
mother threaten him and cajole him to fly?
Answer: The seagull's parents wanted him
to learn how to fly so he could find food and stay safe. They were trying to
help him be independent.
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.
Answer: Yes, I've been scared to try new
things too. For example, my parents encouraged me to ride a bike without
training wheels, even though I was scared of falling. Their encouragement
helped me learn.
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?
Answer: Sometimes,
we don't know if we'll succeed when we try something new. But it's important to
try anyway because that's how we learn and grow.
Speaking
We have just read about the first
flight of a young seagull. Your teacher will now divide the class into groups.
Each group will work on one of the following topics. Prepare a presentation
with your group members and then present it to the entire class.
• Progression of Models of
Airplanes
• Progression of Models of
Motorcars
• Birds and Their Wing Span
• Migratory Birds — Tracing Their
Flights
Answers:
Speaking Task Topic-1
A speech on ‘Progression of Models of Airplanes’
As aeroplanes evolved, they
underwent significant changes in design and technology. One major advancement
was the development of jet engines, which replaced propeller-driven engines and
allowed aeroplanes to fly faster and higher. The introduction of aluminium
alloys and other lightweight materials also contributed to improved performance
and fuel efficiency.
The Boeing 747, often referred to
as the "Jumbo Jet," was a game-changer in the aviation industry. It
was the world's first wide-body airliner, capable of carrying more passengers
than previous models.
In recent years, the aviation
industry has focused on developing more environmentally friendly aircraft. The
Boeing 787 Dreamliner is a prime example of this trend, featuring advanced
aerodynamics and lightweight composite materials that reduce fuel consumption
and emissions.
Overall, the evolution of aeroplanes
has been driven by a constant quest for innovation and improvement. Today's aeroplanes
are safer, more efficient, and more comfortable than ever before, thanks to
ongoing advancements in technology and design.
Thank you all for listening to
this. Have a good day. Bye!
Speaking Task Topic-2
Progression of Models of Motorcars
The evolution of motorcars over
the past century has been nothing short of remarkable. From the first
mass-produced car, the Ford Model T, to the cutting-edge electric vehicles of
today, cars have undergone significant changes in design, performance, and
technology. Early cars were simple and rugged, with basic engines and limited
features. However, as technology advanced, cars became more reliable,
comfortable, and fuel-efficient. Autonomous or self-driving cars are a
groundbreaking advancement in automotive technology. Today, cars are equipped
with advanced safety features, navigation systems, and connectivity options,
making them smarter and more convenient than ever before.
Thank you all for listening to
this. Have a good day. Bye!
Speaking Task Topic-3
Birds and Their Wing Span
Birds come in a wide range of
sizes, from the tiny bee hummingbird to the majestic wandering albatross. One
of the most fascinating aspects of birds is their wingspan, which plays a
crucial role in their
Thank you all for listening to
this. Have a good day. Bye!
Speaking Task Topic-4
Migratory Birds – Tracing Their Flights
Migratory
birds undertake some of the most incredible journeys in the animal kingdom, travelling
thousands of miles each year to find food and breeding grounds.
These
birds follow specific routes called flyways, which are determined by factors
such as geography, weather, and food availability.
One
of the most famous migratory birds is the Arctic Tern, which travels from the
Arctic to the Antarctic and back again, covering a distance of over 50,000
miles. The migration patterns of birds are a fascinating example of how animals
adapt to their environments and survive in challenging conditions.
Thank you all for listening to
this. Have a good day. Bye!
Writing
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.
Answers:
Writing Task Topic-1
How I learnt to ride a bicycle!
After a few falls and lots of
practice, I finally got the hang of it. I learned to balance and steer, and
soon enough, I was riding smoothly. Learning to ride a bicycle taught me that
it's okay to make mistakes as long as you keep trying. Now, I love riding my
bicycle and the freedom it gives me to explore.
(or)
Writing Task Topic-2
How I learnt to swim!
My friends told me to kick my
legs and move my arms, but it was harder than it looked. I swallowed some water
and felt a bit scared, but I didn't give up.
With practice and some tips from
my instructor, I started to improve. I learned to float, kick, and paddle, and
soon I was gliding through the water with ease. Learning to swim taught me that
it's okay to be nervous at first, but with determination, I could achieve
anything. Now, I love swimming and the feeling of freedom it gives me in the
water.
II. Black Aeroplane
Glossary
|
Sl. No. |
Word / Phrase |
Meanings in English |
Meanings in Telugu with Visuals |
|
1 |
Fly
around (phr) |
To travel through the air using an aeroplane |
à°—ాà°²ిà°²ో à°ª్à°°à°¯ాà°£ం à°šేà°¯ుà°Ÿ |
|
2 |
Jumped
and twisted |
Moved
in irregular directions |
à°œిà°—్ à°œాà°—్ à°—ా à°•à°¦ుà°²ుà°Ÿ |
|
3 |
The
nose of the aeroplane (phr) |
The front part (radar+dome=radome) of the aeroplane |
à°µిà°®ాà°¨ం à°®ుందర à°ాà°—ం |
|
4 |
Compass
(n) |
an instrument containing a magnetized pointer which shows the direction of magnetic north
and bearings from it. |
à°¦ిà°•్ à°¸ూà°šీ |
|
5 |
Frightened
(v) |
afraid |
à°à°¯ పడెà°¨ు |
|
6 |
Runway
(n) |
a strip of land at an airport on which aircraft can
take off and land. |
à°µిà°®ాà°¨ à°¬ాà°Ÿ |
Thinking about the Text
1. “I’ll take the risk.” What is the
risk? Why does the narrator take it?
Answer: The risk is flying into a storm
with low fuel and no way to navigate. The narrator takes it because they want
to get home for breakfast and don’t want to turn back to Paris.
2. Describe the narrator’s
experience as he flew the aeroplane into the storm.
Answer: The narrator’s experience in the
storm is scary and confusing. Everything goes black, the plane shakes, and all
the instruments stop working. They feel lost and helpless.
3. Why does the narrator say, “I
landed and was not sorry to walk away from the old Dakota…”?
Answer: The narrator is not sorry to
leave the old Dakota because they just went through a terrifying flight and are
relieved to be safe on the ground.
4. What made the woman in the
control centre look at the narrator strangely?
The woman in the control centre
looks at the narrator strangely because she says no other planes were flying
that night, only the narrator’s plane was on the radar.
5. Who do you think helped the
narrator to reach safely? Discuss this among yourselves and give reasons for
your answer.
Answer: It’s a mystery who helped the
narrator. It might have been a supernatural or miraculous helper since no other
planes were detected.
Thinking about the Language (ref
pg.no.40)
(I)
Different shades of meanings of
the word ‘Black’
|
1. They looked like black
mountains. 2. In the black
clouds near me, I saw another aeroplane. |
Darkest colour |
|
3. Inside the clouds, everything
was suddenly black. 4. The strange black
aeroplane was there. |
Without light |
|
5. I prefer black tea. |
Tea without milk |
|
6. With increasing pollution, the
future of the world is black. |
Very
depressing / without hope |
(II)
Writing
Match the phrases given under
Column A with their meanings given under Column B:
|
1. Fly a flag |
[ c
] |
a. Move quickly/ suddenly |
|
2. Fly into a rage |
[ e
] |
b. Be successful |
|
3. Fly along |
[ a
] |
c. Display a flag on a long pole |
|
4. Fly high |
[ b
] |
d. Escape from a place |
|
5. Fly the coop |
[ d
] |
e. Become suddenly very angry |
We know that the word ‘fly’ (of
birds/insects) means to move through air using wings. Tick the words which have
the same or nearly the same meaning.
The following are the words
related to flying
|
Swoop |
To move rapidly
downwards through the air Eg: The eagle swooped
down to catch a chick. |
|
Flit |
To move lightly
and swiftly Eg: The
butterflies flitted from flower to flower. |
|
Hover |
To hang
fluttering in the air or on the wing Eg: Hummingbirds
and insects often hover while in flight. |
|
Soar |
To fly high Eg: Eagles soar
high. |
|
Glide |
to move smoothly,
silently, and effortlessly Eg: The eagle
spread its wings wide and began to glide effortlessly |
Writing
Have you ever been alone or away
from home during a thunderstorm? Narrate your experience in a paragraph.
Answer:
Once, I was at my grandparents'
house when a big storm happened. The sky got really dark, and I could hear loud
thunder. It started raining a lot, and the wind was strong. I felt a little
scared being by myself, but the house felt safe. The lightning was bright, and
the thunder was loud. Even though the storm was scary, I felt cozy inside,
listening to the rain. After a while, the storm ended, and everything felt
peaceful again.
|
How
to Tell Wild Animals (poem) |
Thinking about the Poem
1.
Does
‘dyin’ really rhyme with ‘lion’? Can you say it in such a way that it does?
Answer: ‘Dyin’ and ‘lion’ don't perfectly
rhyme in standard pronunciation, but the poet uses them for a humorous and
playful effect.
2. How does the poet suggest that
you identify the lion and the tiger? When can you do so, according to him?
Answer: The poet
suggests identifying the lion by its roar while it's attacking you. The tiger
can be identified by its black stripes on a yellow coat and the fact that it
might eat you.
3. Do you think the words ‘lept’ and
‘lep’ in the third stanza are spelt correctly? Why does the poet spell them
like this?
Answer: ‘Lept’ and ‘lep’ are not standard
spellings. The poet uses them to maintain the rhyme and rhythm of the poem,
adding a playful touch.
4. Do you know what a ‘bearhug’ is?
Are there similar expressions and popular ideas about wild animals in your own
language(s)?
Answer: A
"bearhug" is a strong, friendly hug similar to how a bear might hug
while attacking. Other expressions might include "crocodile tears"
for fake tears or the "laughing hyena." Check for similar sayings in
your language that relate to animals' behaviours.
5. Look at the line “A novice might
nonplus.” How would you write this ‘correctly’? Why is the poet’s ‘incorrect’
line better in the poem?
Answer: Correctly,
it could be written as "A novice might be confused." The poet's
version is better because it keeps the rhyme and rhythm, adding to the poem's
playful tone.
6. Can you find other examples of
poets taking liberties with language, either in English or in your own
language(s)? Can you find examples of humorous poems in your own language(s)?
Answer: Poets
often play with language for creative effect. For example, Lewis Carroll's
"Jabberwocky" uses made-up words. Look for humorous poems in your
language where poets use unusual words or spellings for fun.
7. Much of the humour in the poem
arises from the way language is used, although the ideas are funny as well. If
there are particular lines in the poem that you especially like, share these
with the class, speaking briefly about what it is about the ideas or the
language that you like or find funny.
Answer: Choose
lines you find amusing, perhaps about the bearhug or the leaping leopard.
Discuss how the unexpected descriptions or playful word choices make the poem
funny.
|
The
Ball Poem (poem) |
Thinking about the Poem
1. Why does the poet say, “I would
not intrude on him”? Why doesn’t he offer him money to buy another ball?
Answer: The poet says this because he
knows the boy needs to deal with his feelings alone. Giving money for a new
ball wouldn't help because the boy is learning an important lesson about losing
things.
2. “… staring down/All his young
days into the harbour where/His ball went…” Do you think the boy has had the
ball for a long time? Is it linked to the memories of days when he played with
it?
Answer: Yes, the
boy has probably had the ball for a long time. The ball reminds him of his
happy childhood days.
3. What does “in the world of
possessions” mean?
Answer: It means living in a world where
people own things and care about them.
4. Do you think the boy has lost
anything earlier? Pick out the words that suggest the answer.
Answer: It seems
like this is the first time the boy has lost something important. Words like
"first responsibility" and "ultimate shaking grief" suggest
this.
5. What does the poet say the boy is
learning from the loss of the ball? Try to explain this in your own words.
Answer: The poet
says the boy is learning that losing things is a part of life. He understands
that he must learn to accept and cope with loss, which helps him grow up.
6. Have you ever lost something you
liked very much? Write a paragraph describing how you felt then, and saying
whether — and how — you got over your loss.
Answer: When I was young, I lost my favourite
toy. It made me very sad because it was special to me. At first, I thought I
would never feel better. But over time, I remembered the good times I had with
the toy and talked about it with my family. This helped me feel better and
accept the loss.
******** End of Unit-3********