Welcome to Mr Aslanov’s cefr lessons

 
Q4. 
Most of the athletes are allowed to develop their special skills at whatever rate best suits them. No one 
tries to stop them from becoming much better baseball players or swimmers than their classmates. Yet if an 
academically gifted child tries to do two years of work in one, that’s viewed as potentially harmful. Much 
of the concern focuses on the nonacademic areas of these gifted children’s development. 
 
Q5. 
Researchers emphasize that for the vast majority of academically gifted children those concerns are 
groundless. In fact, these children are more likely to develop social and even academic problems if they 
don’t feel intellectually challenged. If gifted children don’t go to challenging programs, they may not learn 
how to learn. Eventually, in college or graduate school, they feel emotionally overwhelmed when they 
can’t just coast through their courses anymore. 
 
Q6. 
Gifted children represent both a challenge and a resource for schools. Educators have a responsibility 
to provide programs to meet the educational needs of gifted students who are capable of learning at 
advanced levels. Ideally, schools should have specifically trained teachers for gifted students to create a 
challenging and supportive learning environment for these children. 
 
Q7. 
Gifted children are often viewed as ‘the smart ones’ who should know everything. Yet, being gifted 
does not mean they possess great abilities in every area. Albert Einstein was 4 years old before he spoke a 
word. Winston Churchill failed the 6th grade, and Leo Tolstoy flunked out of college. What do these three 
famous people have in common? In fact, they are all considered gifted, and in some cases, geniuses. 

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Welcome to Mr Aslanov’s CEFR lessons