Question 1

Does ‘dyin’ really rhyme with ‘lion’? Can you say it in such a way that it does?
2. How does the poet suggest that you identify the lion and the tiger? When can you do so, according to him?
3. Do you think the words ‘lept’ and ‘lep’ in the third stanza are spelt correctly? Why does the poet spell them like this?
4. Do you know what a ‘bearhug’ is? It’s a friendly and strong hug — such as bears are thought to give, as they attack you! Again, hyenas are thought to laugh, and crocodiles to weep (‘crocodile tears’) as they swallow their victims. Are there similar expressions and popular ideas about wild animals in your own language(s)?
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?
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)?
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.

Accepted Answer

1. ‘Dyin’ does not traditionally rhyme with ‘lion’ as they have different ending sounds. However, by pronouncing ‘dyin’ as 'die-in' with a slight emphasis on the second syllable, one can make it rhyme with ‘lion’. This is a poetic liberty taken by the poet to maintain rhythm and rhyme.

2. The poet suggests identifying the lion by its roar when it is dying, and the tiger by its black stripes on a yellow ground and whether it eats you. According to him, you can identify the lion when it roars at you as you are dying, and the tiger when it greets you with black stripes and eats you.

3. The words ‘lept’ and ‘lep’ are not standard spellings. ‘Lept’ is the past tense of ‘leap’, but ‘lep’ is a poetic shortening or alteration. The poet spells them this way to maintain rhythm, rhyme, and meter in the poem.

4. A ‘bearhug’ is a strong, friendly hug, reflecting the imagined way bears hug. Similarly, hyenas are thought to laugh, and crocodiles to weep fake tears (‘crocodile tears’). In other languages, there may be similar expressions, such as ‘fox’ being cunning, or ‘elephant’ being forgetful. Students should explore their own languages for such expressions.

5. The correct form would be ‘A novice might be nonplussed’. The poet’s ‘incorrect’ line is better because it fits the rhythm and rhyme scheme, and ‘nonplus’ as a verb is used humorously.

6. Poets often take liberties with language to create rhyme, rhythm, or humor. Examples include using slang, invented words, or altered grammar. Humorous poems in other languages often use puns, wordplay, or exaggeration.

7. Students may choose lines they like and explain why, focusing on humor arising from word choice, unexpected ideas, or playful language. — The answers explain the poet's use of rhyme and rhythm, poetic license in spelling and grammar, cultural expressions related to animals, and the humor derived from language use. Each question is answered with reasoning based on the poem's content and poetic techniques.

Question 2

Why does the poet say, "I would not intrude on him"? Why doesn't he offer him money to buy another ball?
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?
3. What does "in the world of possessions" mean?
4. Do you think the boy has lost anything earlier? Pick out the words that suggest the answer.
5. What does the poet say the boy is learning from the loss of the ball? Try to explain this in your own words.
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.

Accepted Answer

1. The poet says, "I would not intrude on him" because he respects the boy's grief and does not want to disturb his moment of sorrow. Offering money to buy another ball would be insensitive as it would ignore the emotional loss the boy is experiencing.

2. The phrase "staring down all his young days into the harbour where his ball went" suggests that the boy has had the ball for a long time and it holds many memories of his childhood and playtime.

3. "In the world of possessions" means the material world where people own things. It highlights the idea that possessions are temporary and can be lost.

4. The words "Balls, balls will be lost always, little boy" suggest that the boy has experienced loss before or that loss is a common experience.

5. The poet says the boy is learning responsibility and the understanding of loss — that losing things is part of life and one must learn to cope and stand up after loss.

6. (Personal response) Students should write about a personal experience of loss, their feelings, and how they overcame it. — Each answer explains the poet's perspective on grief, loss, and learning responsibility. The questions encourage empathy and personal reflection, helping students connect emotionally with the poem.

Question 3

Why was the young seagull afraid to fly from the ledge despite having wings larger than his siblings?

Accepted Answer

The young seagull was afraid to fly because he was scared of the great expanse of sea beneath him, which seemed miles down. He felt certain that his wings would never support him, making him too fearful to take the plunge. — The seagull's fear stemmed from the height and the vastness of the sea below, which made him doubt his ability to fly. This fear prevented him from attempting flight even though his wings were larger than his siblings'.

Question 4

What finally compelled the young seagull to make his first flight?

Accepted Answer

The sight of food maddened the young seagull. His mother teased him by holding a piece of fish just out of reach, which made him dive after it. This forced him to fly as he fell, helping him overcome his fear. — Hunger and the desire to get the fish pushed the seagull to take the risk of flying. The mother's teasing acted as a motivator, making him dive and thereby discover that his wings could support him.

Question 5

What role did the seagull's parents play in encouraging him to fly?

Accepted Answer

The seagull's parents called to him shrilly, upbraided him, and threatened to let him starve unless he flew. They also taught the other siblings how to fly and caught fish, showing him what he was missing. — The parents used both encouragement and threats to push the young seagull to fly. Their actions showed the importance of flying for survival and social belonging.

Question 6

How does the story of the young seagull's first flight relate to a human baby's first steps?

Accepted Answer

Both involve overcoming fear and uncertainty. Just as the seagull was afraid to fly, a human baby is often hesitant to take its first steps. Both require courage, encouragement, and practice to succeed. — The story uses the seagull's flight as a metaphor for human growth and learning. Like the seagull, babies must take risks and face fears to develop new skills.

Question 7

Which of the following best describes the young seagull's feelings when he first fell into the air after diving for the fish?

Accepted Answer

He was terrified and his heart stood still — When the seagull dived for the fish, he experienced monstrous terror and his heart stood still, indicating intense fear before realizing his wings could support him.

Question 8

What does the phrase 'curveting and banking and soaring and diving' describe in the story of the young seagull?

Accepted Answer

The seagull's family flying skillfully around him — These words describe the agile and skillful flying movements of the seagull's siblings and parents as they fly around him.

Question 9

What is the significance of the young seagull landing on the green sea and sinking into it?

Accepted Answer

Landing on the green sea shows that the seagull has successfully flown for the first time. Although he is tired and weak with hunger, he floats and is praised by his family, marking his achievement. — The landing symbolizes the seagull's transition from fear to accomplishment. Despite exhaustion, he experiences acceptance and success.

Question 10

Match the following phrases with their meanings related to the word 'fly':
1. Fly a flag
2. Fly into rage
3. Fly along
4. Fly high
5. Fly the coop

Accepted Answer

— 1. Fly a flag - Display a flag on a long pole
2. Fly into rage - Become suddenly very angry
3. Fly along - Move quickly/suddenly
4. Fly high - Be successful
5. Fly the coop - Escape from a place

Question 11

Which of the following words have the same or nearly the same meaning as 'fly' in the context of birds or insects? Tick all that apply.
Options: swoop, flit, paddle, flutter, ascend, float, ride, skim, sink, dart, hover, glide, descend, soar, shoot, spring, stay, fall, sail, flap

Accepted Answer

swoop / flit / flutter / ascend / float / skim / dart / hover / glide / soar / sail / flap — Words like swoop, flit, flutter, ascend, float, skim, dart, hover, glide, soar, sail, and flap describe movements similar to flying. Others like paddle, ride, sink, descend, shoot, spring, stay, fall do not closely mean fly.

Question 12

What risk did the pilot take when flying the old Dakota aeroplane into the storm clouds?

Accepted Answer

The pilot risked flying into a dangerous storm with no visibility, dead compass, dead radio, and limited fuel. He could have lost control, crashed, or run out of fuel before finding safety. — Flying into the storm meant the pilot faced severe hazards including loss of navigation and communication, making it a life-threatening decision.

Question 13

Describe the pilot's experience inside the storm clouds.

Accepted Answer

Inside the storm clouds, everything was black with no visibility. The aeroplane jumped and twisted in the air. The compass and radio stopped working, leaving the pilot lost and helpless. — The pilot faced disorientation and equipment failure, making navigation impossible and increasing fear and uncertainty.

Question 14

Who helped the pilot to reach the airport safely during the storm, according to the story?

Accepted Answer

A mysterious black aeroplane with no lights appeared beside the pilot and signaled him to follow. It guided him through the storm to the runway, but disappeared before landing. The control tower said no other planes were flying, suggesting a supernatural helper. — The story implies a ghostly or unexplained presence helped the pilot, symbolizing hope or protection in adversity.

Question 15

Why did the woman in the control centre look at the pilot strangely when he asked about the other aeroplane?

Accepted Answer

Because according to the radar, there were no other aeroplanes flying that night except the pilot's Dakota. The woman found it strange that he claimed to see another plane in the storm. — The control centre's radar data contradicted the pilot's experience, making the idea of another plane seem impossible or imaginary.

Since the earliest times, humans have dreamt of conquering the

Since the earliest times, humans have dreamt of conquering the — Study Notes

Two Stories about Flying

I His First Flight

Thinking about the Text (His First Flight)

Practice Questions — Since the earliest times, humans have dreamt of conquering the

All 9 Chapters in First Flight