The chapter unfolds in a rural French setting located in Saint-Agathe in the late 19th century. The narrator, later identified as Francois, recalls his life at a village schoolhouse where his parents were teachers. It's a tranquil life set in a large, red.......
The Boarder - Class 8 Oxford Reading Circle - Summary, Extra Questions, Quiz & Video
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Back Exercises - The Boarder | Oxford Reading Circle | Literature | English | Class 8
Talk about the following phrases and decide which one will work in the sentences below. If more than one phrase will work, talk about which one is most appropriate.
pay a visit to | call in | drop in | drop by | call on |
swing by | run in | pop in | stop at | stop by |
make an appointment with |
When we go shopping we should …………………… to that nice café for an ice cream.
If you are passing my office, …………………… and say hello.
We should …………………… our old neighbours when we go back to Chennai.
I forgot my bag but Rubina will …………………… on her way to her music lesson to get it for me.
I need to …………………… the Principal on Tuesday.
We won’t stay long, we’ll just …………………… on the way to school.
Meanings:
1. Pay a visit to: This phrase is more formal and generally implies planning and spending some time at a place or with someone.
2. Call in: This can mean to make a phone call but can also mean to visit briefly, often used in a professional context.
3. Drop in: This implies a casual, often unexpected visit.
4. Drop by: Similar to "drop in," but slightly less casual; still an unplanned or informal visit.
5. Call on: This can mean to visit someone, often used formally.
6. Swing by: A very casual phrase indicating a quick, informal visit.
7. Run in: Indicates a very brief and usually unplanned visit.
8. Pop in: Very casual, indicating a brief visit.
9. Stop at: Often used for quick visits or pauses at a place.
10. Stop by: Similar to "stop at," usually implies a brief visit.
11. Make an appointment with: This is formal and indicates a pre-planned meeting.
Sentence Analysis:
1. When we go shopping we should …………………… to that nice café for an ice cream.
- Options: Swing by, pop in, stop by, drop in.
- Most appropriate: Swing by or stop by.
- "Swing by" emphasizes the casual, quick nature of the visit, which fits well with the fun, informal activity of getting an ice cream.
- "Stop by" also works well and is slightly less colloquial but still casual.
2. If you are passing my office, …………………… and say hello.
- Options: Drop in, drop by, swing by, pop in, stop by.
- Most appropriate: Drop by, pop in, stop by.
- "Pop in" implies a very casual, brief visit which might be most suitable for a casual hello.
- "Drop by" and "stop by" both work well and are also appropriate for informal visits.
3. We should …………………… our old neighbours when we go back to Chennai.
- Options: Call on, pay a visit to, drop in, drop by, stop by.
- Most appropriate: Call on, pay a visit to.
- "Pay a visit to" is more formal and shows respect, which might be appropriate when visiting old neighbors.
- "Call on" is also formal and suits the social context.
4. I forgot my bag but Rubina will …………………… on her way to her music lesson to get it for me.
- Options: Drop in, drop by, swing by, pop in, stop by.
- Most appropriate: Drop by, pop in, stop by.
- "Stop by" implies a brief and intentional visit, which fits the context well.
- "Swing by" and "pop in" are also very suitable for a quick retrieval.
5. I need to …………………… the Principal on Tuesday.
- Options: Call on, pay a visit to, make an appointment with.
- Most appropriate: Make an appointment with.
- "Make an appointment with" is formal and appropriate for scheduling a meeting with the Principal.
- "Call on" and "pay a visit to" also work but are less specific about the formal scheduling.
6. We won’t stay long, we’ll just …………………… on the way to school.
- Options: Drop by, swing by, pop in, stop by.
- Most appropriate: Stop by, pop in, swing by.
- "Pop in" implies a very casual, quick visit.
- "Swing by" and "stop by" also emphasize brevity and are casual enough for this context.
In summary:
1. Swing by / Stop by
2. Drop by / Pop in / Stop by
3. Call on / Pay a visit to
4. Stop by / Swing by / Pop in
5. Make an appointment with
6. Pop in / Stop by / Swing by
Make a list of words and phrases that we use when giving directions.
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Pick a place you know well (it could be another part of your school) and give someone else clear directions on how to go there
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Discuss the two mothers and the two sons (not Antoine). Share, and add to, the character sketch you made of Francois’s mother. Collect notes on the other characters.
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What happens next? Talk to a partner and share some ideas about what could happen next. Then write a short explanation of what you think will happen next.
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Ask Chatterbot AIBack Questions - The Boarder | Oxford Reading Circle | Literature | English | Class 8
Find two similes in the passage and explain what they are describing.
1. “...like an upturned nest in the fold of her right arm.” The simile compares the hat that the woman was holding tightly to her chest to an upturned nest. It implies that she is holding it carefully and protectively.
2. “...like a bereft and haggard mother hen that had lost a wayward chick from her brood.” The way the woman behaves when she talks about her son is compared to a mother hen who lost her chick. This simile illustrates her worry and sorrow as she is telling her story.
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Find evidence in the text that tells us that Francois is now an adult looking back at his childhood and adolescence.
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Look at the descriptions of Francois’s mother. In your own words, write a brief character sketch. You may use quotes to support your points.
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How old was Francois
a. When he moved into the house and
b. when the boarder arrived?
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Who is ‘The boarder’? What do you notice about him when he is introduced by the author and when he arrives?
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Find evidence in the passage to show that Francois might have been a bit bored before the arrival of the boarder?
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What happened to the boarder’s brother?
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What comparison is used to describe the boarder’s mother?
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What evidence in the passage creates an air of foreboding about the boarder’s arrival?
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In what ways does the boarder change Francois’s life? What other change in Francois makes him able to join in with the boarder?
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Look at the final paragraph and explain what impressions the writer’s description (including the metaphor) creates.
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Now she spoke of her son in admiring terms which greatly impressed us.
a. Who is being described here, and who is ‘she’ talking about?
b. What was it that ‘greatly impressed’ them?
c. Where should her son be, and where is he?
d. How is her son different from Francois?
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That was the way we often passed our Sundays in winter.
a. What do Francois, his mother and his father do on Sundays in winter?
b. Where else in the text do we get the impression that Francois is not as close to his mother as he is to his father?
c. Apart from the arrival of The Boarder, what does Fracois remember about ‘that particular Sunday’?
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Ask Chatterbot AIExtra Questions - The Boarder | Oxford Reading Circle | Literature | English | Class 8
Someone came down, walked through the kitchen, appeared in the doorway of the dining-room, and stood there in the dusk.
a. Who is this ‘someone’?
b. How is their entrance described in the text? What atmosphere does this create?
c. How do the characters in the room react to their arrival?
a. The ‘someone’ is a tall youth, about seventeen years old, referred to as Augustin.
b. Their entrance is described in a rather dramatic and mysterious way. They are referred to vaguely as "someone", and their movements through the house are cautiously described, painting a picture of an ambiguous yet notable figure. This person only becomes known once they are in the doorway of the dining room, and even then, they only stand there in the dusk. This creates an atmosphere of mystery, intrigue and suspense, emphasised by the fact that their identity is only revealed by their voice, not by their appearance.
c. Upon the character’s arrival, everyone in the room is startled and apprehensive. Millie, the narrator's mother, hears the noise and thinks it's her son, François, who has come home. When the mysterious person appears in the doorway, they are met with silence and anxious anticipation from the room's occupants. All three of them are on their feet, with beating hearts. The characters react with a sense of suspense and uncertainty, indicative of the mysterious nature of the newcomer's entrance.
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How did the boarder impact the atmosphere in the house, based on the descriptions given?
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Ask Chatterbot AIQuiz - The Boarder | Oxford Reading Circle | Class 8 Literature | English
About the Author - The Boarder | Oxford Reading Circle | Class 8 Literature | English
Alain-Fournier, whose real name was Henri-Alban Fournier, was a French author known for his single, stand-out novel ‘Le Grand Meaulnes’ (1913), which has been translated into English variously as ‘The Lost Estate’ and ‘The Wanderer’. Born on October 3, 1886, in La Chapelle-d'Angillon, France, he studied at the École Alsacienne in Paris, where he met the love of his life, Yvonne de Quiévrecourt, who inspired his famous novel. His writing often reflected themes of lost innocence and nostalgia for childhood. Alain-Fournier’s promising literary career was cut short when he was killed in action during World War I in 1914 at the age of 27. Despite his brief career, his influence on French literature is significant, and his novel is considered a classic.
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Summary - The Boarder | Oxford Reading Circle | Class 8 Literature | English
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Themes - The Boarder | Oxford Reading Circle | Class 8 Literature | English
1. The End of Innocence and the Advent of Adolescence: Francois's tranquil and solitary life takes a dramatic turn with the arrival of Augustin Meaulnes. This turning point symbolizes the end of his innocent childhood and the.....
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Plot - The Boarder | Oxford Reading Circle | Class 8 Literature | English
1. Introduction and Setting the Scene: The chapter begins with the narrator, Francois, describing his life in a rural French schoolhouse where his.....
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Important Lines - The Boarder | Oxford Reading Circle | Class 8 Literature | English
1. "We lived in the apartments of the upper school of Saint-Agathe." This line sets the stage for the story, providing the readers with a location and context.
2. "Such is the simple description .......
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Vocabulary - The Boarder | Oxford Reading Circle | Class 8 Literature | English
Saint-Agathe: (pronounced sahnt agat) an area in France
Saint-Agathe is a beautiful area in France.Seurel: pronounced: sur-el
The correct pronunciation of Seurel is sur-el.
Commune: the smallest French territorial division for administrative purposes
A commune is .........................
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