quickly/suddenly Fly into rage – Be successful Fly along – Display a flag on a long pole Fly high – Escape from a place Fly the coop – Become suddenly very angry II. Look at these sentences taken from the lesson you have just read: (a) I was flying my old Dakota aeroplane. (b) The young seagull had been afraid to fly with them. In the first sentence the author was controlling an aircraft in the air.
Another example is: Children are flying kites. In the second sentence the seagull was afraid to move through the air, using its wings. Match the phrases given under Column A with their meanings given under Column B: III. 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. swoop flit paddle flutter ascend float ride skim sink dart hover glide descend soar shoot spring stay fall sail flap Have you ever been alone or away from home during a thunderstorm? Narrate your experience in a paragraph. W HAT W E H AVE D ONE Provided two stories about flying — one about a bird, another about a human being in a plane.
W HAT Y OU C AN D O • As they read the story of the seagull, students can be asked to imagine how a baby learns to walk, and compare and contrast the two situations. • After they read the second story students should be asked for their ideas about the phantom plane: Was it really there or did the pilot imagine it? If the students feel it was really there, who could have been piloting it? • Ask students to narrate their own stories about flying.
It could be about flying in an airplane, or flying a kite, or about watching a bird flying — in short, anything to do with flight. Give students ten minutes to think quietly about the topic — during this time, they can make notes about what they want to say. Then ask for volunteer speakers.