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Algierd Tarachowicz, Danuta Wikeling
CHESS PRIMERTRAINING MATERIAL FORCHILDREN - ANALYTICAL
METHOD
- 1984 -
ADMISSIONI am describing the textbook of thegame of chess for
you withanalytical method. He differs fromstandard textbooks on the
game ofchess, material is being presented inthe correct order, from
thestraightest forms: 1. Cycle of games (of sparrings) isbeginning
with minimal number ofspillikins, without the king. Theygradually
are reaching the completeset of spillikins.2. Solving a problem the
pupilalone is creating analogies of thesituation, exercising in
this way - a)organising the negotiations andcreating the relation,
b) depictingthe situation. Exercises putemphasis for shaping
chessimagination and the habit of theindependent work. Material
included in the book canbe applied for the individual
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learning and in the class, forquickly comprehending children -as
well as difficult... A direct contact of the child withchess can
begin early, and in themoment, when it is startingcounting to 10 -
it is possible to goto the first stage of the learning ofthe game
of chess, even if hedoesn't still know letters(coordinates).
Gradually andsystematically, without unnecessaryoverloading, is
accepting theknowledge about the game one byone, acquainting
primitives for her.To this purpose 3 metmethodological, first
conditionsmust be it - to preserve the principleof grading the
problem, that is - notto jump over contents only becausethey seem
simple to the teacher. We are starting the learning byacquainting
the chessboard withfields and pawns: 1) how to set the pawns on
thechessboard; 2) rules of a game with pawns (withsoldiers). If the
child can count, as well as herecognizes 8 first letters, it
ispossible to exploit this ability fordetermining opportunities on
thechessboard. Then it is also possibleto enforce the regulation of
thechess situation and the course of thegame. Second condition of
the effectiveteaching it - so that the child hasthe pleasure from
getting to knowchess, namely - as soon as possiblestarted playing.
It isn't possible todisregard this fact. Implementing
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new informations will becomeboring - if not has an opportunity
tobe effctive in practice and to relievein the game. The benefit is
double,because then it is possible to useemotions of the child for
the morefurther learning - for raisingstandards. The lesson of the
gameof chess cannot become one boringschool object still... The
third condition of theeffectiveness of the teaching: oneshould
place everything on thechessboard. What is on a diagram -he must be
transferred to the board,otherwise the learning doesn't makesense.
The coach is helping to placethe situation, he is reading ordersand
he is explaining, he is askingadditional questions, he is
repeatingprevious etc. And another - not to be .. fast andto do
revisions, to come back tomaterial gone through already. Sucha
reinforcement is often necessaryto begin more difficult exercises.
The first games of small children (5- 6) should undergo years
oneselfwithout the participation of theking. The sparring consists
inleading the pawn to the nomination:is winning the one who first
willput the pawn on the last line. Sucha game methodically is
justified: 1)due grading the problem isoccurring, 2) children are
havingtime for making themselvesacquainted with relations morepawn
figure and of basicoperations between characters. Atleading, one by
one, it will be easierfor them to detect next figures all
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differences between characters andplans of the fight with them.
Alsopsychological grounds have it - thechild is not having to focus
abovesuch an important point a king iswhich and therefore - perhaps
isleading total fight, he is learning toplay with entire
chessboard. Withfundamental training order (underthe diagram) is
always: "He/she iswinning the one, who first will leadthe pawn to
the last line (ofnomination)" .Compared with the classic methodthe
learning is lengthening itself bythe set of problems: 1) 1) is
playingwithout the king, 2) basic gamewith the king, 3) creating
theanalogy to models. Grading theproblem in the analytical method
isforcing into applying other, thantraditionally, orders of
acquaintingwith spillikins. So we are teachingthe game with stages:
1) pawns, 2)knights, 3) bishops, 4) ofconnecting light figures , 5)
rooks,6) of connecting the rooks withlight figures, 7) queen, 8)
ofconnecting the queen with lightfigures, 9) of connecting the
queenwith rooks (he is playing withheavy figures). After
theseexercises we are adding the kingand a second phase of the
learningis coming, we are beginning thecycle anew: 10) he is
playing - king+ pawns and principles of dulling,11) in a similar
way to previoussparrings, one by one with allcharacters but already
with theparticipation of the king. As can beseen, rules of a game
with king we
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are presenting at the very end - andthen we are starting
implementingexercises with matte nets. Mattenets are a straightest
and mostunderstandable structure on whom atraining can rely of
organising andof depicting . Such an analyticalattempt is extending
the time of thelearning, but he will let children forfull taking
control of the possibilityof operating pawns and figures, tomake
oneself acquainted withprinciples of cooperation of pawnswith
figures.Sparrings without the king have andthis virtue pupils can
play withthemselves about the split level ofthe ability, but most
important it -lack of burdening with the presencethe king. In the
end the young chessplayer is using entire material beingon a
chessboard and in this way islearning the coordination,
ofcooperating of individuals in thetotal fight.One should fit the
pace of theteaching to conditions sciences andpossibilities of the
child. It isn'tpossible artificially to speed up, notto try by
force to cope temporary(championship) for cells. Thereforeto
remember belongs about thevocabulary - not to strain (to thememory)
of new names and rules.Sometimes understanding is better,when
everything is transferred intolanguage of the child. Let the
childuse, for some time, of one'sexpressions so that only
understandsorders and the description of thesituation. Then one
shouldimplement the new expression
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1. Stage -
(format), up to it - in order tofacilitate (and not to
hamper)communication with the child .The child must be prepared for
thereceipt of the difficult information.It is a purpose of all neat
textbooks.So implementing additional stagesserves preparing for the
learningconcrete debuts and schemesdebiutowych, of strategy etc...
For children in the century of 6years it is program 3 years,
whereasfor children in century 7 - 8 yearscan be a 2.years
programs. Whenthe learning begins earlier, thenhere material will
be included with4.years programs... One should keep the order of
theteaching and not to avoid stages.Jumping by topics is only
seemingprecipitating the learning.The teacher must alone
makedecisions - which exercises toincrease, who to connect with
otheretc. To the teaching plan they willbe a pointer - mistakes
detected insparrings. Proposals described inthe book are a
suggestion - for themore distant expansion.Perhaps some of pupils
will finishthe research of the game on 10whether 15 stage... With
difficulty.To keep belongs I will stuff, thatafter the break he
will come back tothe learning. One way or another -will be able to
think that he was incontact with chess.
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HE ISPLAYING WITHPAWNSTopic "Chessboard" it ispossible partly to
pass, but -children must know howcorrectly one should placepawns
for the game.Sparrings with only pawns - iswinning the one, who
first willlead the pawn to the last line. Itis possible to start
the game onthe first classes - afterexplaining how they are
movingand are hitting pawns. First 1 - 2 classes are heldwithout
the rule of beating at thepassage(en passan)). THESES TO SUMMARIES
-After making ourselvesacquainted with the chessboardwe are setting
about to thelearning of the game withpawns.We are setting the
pieceson the chessboard and we areacquainting the rules of thegame
one by one with pawns: 1) migration of pawns about oneand two
fields, 2) the control of opportunitiesand beating, 3) the battle
contact and choiceof action, 4) leading the pawn to the lastline -
as the main purpose of thegame with pawns. Hencesparrings: leading
the pawn toostaniej of the line ,5) beating at the passage
(next
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classes). Satisfaction with the learning ofthe game is
important.Conclusion - as soon as possibleto proceed to the game
withpawns: he/she is winning theone, who first will reach withpawn
till the second end of thechessboard (that is - to the firstor
eighth line). We are implementingoperational exercises
beforesparrings. Main topics ofoperational exercises:
exchange,blockade, raising, breaking,move it, other ... We
areconducting revisions of exercisesall the time games without
theking.Beating at the passage is adifficult rule and therefore,
afteracquainting, one should repeather on next classes, for as
longas it takes.Attention: the title of thediagram means
"parallelcalculating" - need to examineboth positions i.e. white
andblack.
CHESSBOARD
1CHESSBOARD (diagram)
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- It is a chessboard, battlefield ofyour chess army. Remember
thearrangement for her: white field- right bottom horn, black field
-left bottom horn. You canassociate it with the left hand -black
field, right-hand man -white field ... And what willhappen when you
turn thechessboard?
2CHESSBOARD TURNEDAWAY
- Now you can see thechessboard from the other side,placing as
this way as earlier:black field on the left, by yourleft hand.
Compare thearrangement of letters describingthe chessboard - for
white and
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black.The halfway line is dividingfighting parties. Thanks to
herwe can quickly state - who fromplaying has more space
whorelocated one's army farther.
3 WHITE FIELDS
Every field of the chessboard hasits name. On this diagram
allnames of white fields are writtenout. Task for you:
supplementnames of black fields. You canwrite them down with
pencil, or- in the memory. Practise the"addition" of black fields.
=>
4BLACK FIELDS
- it is your correct answer... Nowwrite the name of white
fieldsdown on the diagram.
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5 NAMES OF ALL FIELDS
The chessboard consists of 64fields. Every field of
thechessboard has its name and thechess player should know themby
heart - with closed eyes. Oneshould exercise rememberingfields -
before every games.With a view to faster teachingoneself it is
possible to stick thesimilar diagram to cardboard andto wear with
oneself thechessboard so that in the freetime peek and remind.
6 DETERMINING POINTS
Every field of the chessboard hasits name and therefore it is
easy
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to describe - where the givencharacter is standing. We
arereading Pol out after coordinates:letter + digit. On this
diagramc6 fields and g3 are denoted. Ifthey were based on them
queens,it is possible to fill it withwriting: Qc6, Qg3. But if
theywere based on these fieldsbishop, we would fill it withwriting
- Bc6, Bg3. Similarlyrooks - Rc6, according to Rg3.
7 LOCATE
EXERCISE: How are markedfields calling crosses oneanother? If
you know howpawns look like .. , it - put thewhite of the pawn on
field a8, ofwhite of the pawn on field g2, ofblack pawn on f6
field, of whiteof the pawn on e4 field, of blackpawn on c7 field.
Put otherpawns on the chessboard andloud repeat - which it is
field...
8
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It is pawn. 1. He is going aheadand he is never moving back.
2.He is beating diagonally. 3. Ifunbeaten will go through theentire
chessboard - can promoteand become the figure. 4. Thepawn only has
the right "to beatat the passage".Generally - figures together
withpawns were assumed to namewith spillikins .
9 FLIP BOARD
On this diagram the chessboardis turned away and black pawnswill
be marching up. Themajority of diagrams is beingpresented inversely
- and whitepawns are marching up.Pawns always stand in a row:black
on 7. horizontal and white- on 2.
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10MOVES OF PAWNS
From the initial position thepawn can make a move aboutone or
for two fields.After carrying the first moveout, the pawn is
already movingonly for one field ahead.Pionkis are only ahead
movingand cannot move back!
11 MARCH OF PAWNS
Principle of transferringpawns: it is possible about oneor two
fields from the initialposition, but then - already onlyall over
one field.
12 CONTROL OF 2 FIELDS
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He only controls Pionkis twofields from the side (black
dots).Which means that - he is as thesoldier on the guard who
isguarding so that the enemydoesn't get to the backs. He is nailing
together the way hecontrols - diagonally: the blackpawn can beat
the white of thepawn up, that is - to go his placeup.
13 BATTLE CONTACT
Both pawns are alert battle,namely each other are beingattacked.
If now moving whitesis: they can hit the black pawn(and on the
contrary). => watchthe next diagram
14 HITTING WITH THE PAWN
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The white pawn went field up f5,where a moment ago the blackpawn
stood - beat the opponentup. Spillikin compact they areremoving
from the chessboard -she no longer is playing.
15 THE BLOCKADE AND THEBATTLE CONTACT
The white pawn cannot go aheadsince he is blocked throughblack
of pawn (in the frame).But - can beat one of blackpawns around
bokow, and in thisway to move ahead for one field.
16 CHOICE OF ACTION
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REPEAT: pawns are movingahead and they are beating -diagonally.
Beating: It is possible to putevery spillikin on field filled bythe
spillikin of the opponent.Then the spillikin of theopponent must be
taken from thechessboard, namely - she isstaying "compact".
17 SPARRING
Place such a situation and playwith the partner. He/she
iswinning the one, who first willlead the pawn to the last
line.Attention - in the chess gameprinciples are in effect: 1)
always start the game white,2) every side is doing only onemove,
alternately: one white, oneblack etc.
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18 BEATING AT THE PASSAGE- 1
1) The black pawn already wentthrough half of the chessboardand
went the area of theopponent up. The white pawn isgoing to pass
each other withhim: to jump for two fields andto stand on field
X...=> watch the next diagram
19 BEATING AT THE PASSAGE- 2
2) After carrying the move out -time for the move black.
WithMaja they to hit with the arrowthe law in the indicated
place(field c3)...=> watch the next diagram
20 BEATING AT THE PASSAGE
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- 3
3) The black pawn beat thewhite up half roads. Such beatingis
called "in the passage". Beating at the passage iscorrect, when the
pawn isjumping over the opponent fortwo fields. Beating at the
flight concernsonly pawns and he must staymade immediately after
themove (of jump) of pawn of theopponent. If we perform othermove,
this beating at the passageis falling through.
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21 BEATING AT THE PASSAGE - 1
The white pawn already passed the halfof the chessboard and she
is to territoryhostile. The black pawn has the movenow and he wants
to go field indicatedwith the arrow up, that is - to pass eachother
with the white pawn. He is going tojump for two fields in one
move.=> watch the next diagram
22 BEATING AT THE PASSAGE - 2
The black pawn made a move accordingto its plan: jumped to the
halfway line onthe chessboard. Now moving whites:what can a white
pawn do?=> watch the next diagram
23 BEATING AT THE PASSAGE - 3
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The white pawn exercised its right ofbeating at the passage -
and beat uproads between the initial position and thehalfway line
half.Beating at the flight concerns onlypawns!However remember that
there is in chessno compulsion to beat. It is possible so tochoose:
to beat at the passage - or tocarry other move out...
24 ACTION OF THE PAWN
REPEAT: - pawns are only ahead selling, whereasthey are beating
- diagonally,- pawns don't have the right to go back tothe back, -
the pawn reaching the last line isturning into the figure.- the
pawn has the right to beat at thepassage, if passed the halfway
line of
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chessboard.
25 THE BLOCKADE AND THE DRAW
He can happen this way: moving whites,but none of their pawns
cannot moveahead, they are jammed by black pawns.What then? Who
won? Nobody, there isa draw. Always, when sides cannot win,the game
is unsolved, it is called - withdraw.
26 EVALUATION OF THE CHANCE OFPAWNS
Of Pionkis who passed the halfway linehas greater chances of
approaches morequickly to the final line. Prove it -without
transferring pawns (count fieldsof transferring).
27 RACE OF ACTION
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One of whites of pawns can quicklyreach the last line. How will
it make?Movement of whites.
[=> 1.d5, e:d5 2.e6]28 RACE OF PAWNS
Who is starting - the one is winning.Przemyl of action: 1) when
the move isincluded to whites, next 2) if now startedblack.
=>
[=> A d2 pawn will play an important role in thegame of
whites, and in black - pawn a7.]29 TAKING OVER THE CONTROL
OFPOL
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White have the pawn less, but arewinning. In what way?1.a4! and
black must now give the pawnback b6. As can be seen - one pawn
cankeep 2 pawns of the opponent.
30 CONTROL OF FIELDS
Two white pawns control fields in frontof black pawns. One
movement of whiteswill be enough - so that all fields of
themigration of black pawns are controlled...Which is it a
move?
sacrifices [=> 1.f5]31 SACRIFICES FOR FREEING
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White have the pawn less, but arewinning. As?Wygrywaja through -
1.a6! (or 1.c6) -white are giving back to the opponent ofone pawn,
in order to second couldquickly reach the last line. Such
givingback the spillikin for improvingremaining situations is
called withsacrifice. Which means that, theindividual is
sacrificing herself, in orderto other could win.
32 a b
In part "a" they are starting white:transfer the pawn ahead b5.
If black willbeat up with c 7 pawn, move it of one'soutermost pawn
a5; if black will beat upwith pawn a7 - transfer it of c5 pawn;
thewhite pawn more quickly will reach thelast line. In part "b"
they are startingblack, play similarly.
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Such a puncture oneself of pawn of thelast line is often called
the "turningpoint".
33 SPACE
Place such a situation and play with thepartner. He/she is
winning the one, whofirst will lead the pawn to the last line.
34 CONTROL OF SQUARES =ACTIVITY
He is a purpose of whites - march of thepawn after the D line...
Move black: canthey disturb plans of whites? Assessstrength of the
d5 pawn.
[=> 1...a5 2.d6, c:d6, 3.c:d6 - white are winning]35
OVERTAKING AND EXTORTING
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Who is starting the one is losing! Why?Since one should perform
the move inthe disadvantage. That is - it is coercionof
disadvantageous move. Suchconditions were accepted to namegenerally
- zugzwang.
36 CONTROL OF SQUARES -LIMITING
White cannot do the good move... Whatit is necessary to do, in
order in the gamenot to allow such situations? Prove - without
transferring pawns - thatwhite aren't having a chance - if
theirmove. Similarly do for black.
37 RACE TO THE LAST LINE
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Who is starting - the one is winning. Playwith whites, and then
- black.
38 TAKING OVER THE CONTROL OFSQUARE
REVISION: The black pawn is planningpassing on field marked with
the arrow,but - now moving whites is. Whetherwhite can prevent this
move? Choose themovement for whites. White have a chance to benefit
thanks tothe majority from the queenside wing.
[=> 1.b4]39 OF PAWNS BEHIND THEHALFWAY LINE
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Who more quickly will reach the lastline? Point out that white
pawns have theopponent on their road, they must defeathim. As a
result they must transfer 2pawns, and black - one.
[=> 1.c5, a3 - Black are reaching more quickly.]40 MAJORITY
OF THE ACTIVITY -PACE
Symmetrical situation: who is starting -the one is winning.
Moving whites. Howwould you play?
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[=> 1.h6 - with won]41 PARALLEL CALCULATING
You already know the principle ofbeating at the flight and you
know howthe fight will take place on wings... Moveblack. It is
necessary to lead the pawn tothe last line. The white pawn from the
Dline moved for 1 field. Black can win iffirst will reach to the
white pawn andwill bar his way. Choose the movementfor black:
1...d5 czy 1...d6?
QUESTIONS- How are pawns moving? - What he/she is marking, that
pawns are"alert battle"?- How they are attacking and are
hittingpawns?- Give the principle of beating at thepassage. - Where
should the pawn which he hasthe right to beat at the passage be?-
Whether the pawn can move back, orhave an influence "to the back"?
- In the chess game is beatingcompulsory? - What situations 1 pawn
is winning out
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in around 2, or around more with pawns?
- What is the blockade?
2. Stage -
HE IS PLAYINGWITH KNIGHTS ANDPAWNSWhen children take control of
"beating atthe flight", it is possible to proceed to theresearch of
the game knights. Sparringshave the same purpose - to lead the
pawnto the last line. We are starting from oneknight for every
party. Typical operatingexercises - cooperation knights withpawns:
the safeguard and assisting,control of opportunities,
pressure,exchanges, entering knight to the backsof pawns, manners
of defences, other...All the time we are repeating "beating atthe
passage". New vocabulary, in the wording literal,to lead only in
the group which is able toapply them in discussing the
situation(independently). Younger it is possible toallow for the
own choice of words(manifesting itself). Most important - sothat
the response makes sense so thataction is understandable. In
conclusion of stage, when children areplaying two knights, it is
possible to dothe first chess championship. THESES TO SUMMARIES -
After takingcontrol of the game with pawns we aresetting about to
knights - of the mostdifficult chessman:
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1. Knight must not have opened lines - inorder to move.
Therefore he is all themore valuable, for them more spillikinsare
on the chessboard. He has the greatability of manoeuvring and
thereforemost strongly can have an influence atthe beginning of the
party. 2. Fighting strength knights he/she isdecreasing when on the
chessboard anumber of spillikins is being reduced.That is: more
stepped them of exchanges- with it knights are weaker. 3. New
concepts: 1 - activation = accepting new requests;2 - manoeuvring =
moves done with aview to misleading the opponent;3 - exchange =
hitting the same spillikin,that is - giving material back for
materialwith the same value. 4. During the game we are trying
toenter one's knights to the backs of pawnsof the opponent - so
that attack andsmash pawns, or at least - to triggerweaknesses
pionkowe in the camp of theopponent. To use the rule that
pawnsdon't work for the back. He is playing with pawns and
knightsmust exactly be taken control. Only thenit is possible to
proceed to acquaint nextcharacters. Not to be in a hurry, not
toavoid next exercises (of diagrams) andconscientiously to carry
sparrings out.
[=> 1...d6 2.d4, d5 - and white don't have a goodmove]42
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- Here knights (jumper) , it is easy toremember him. Whom does
he resemble?It is the only character which can jumpover fields and
spillikins.
43 MIGRATION (MOVES)
KNIGHT isn't moving after lines, but - isjumping over fields and
spillikins.Remember: two "step forwards and one -into the side...
His jump is screwedtogether and therefore he resembles thesmall
letter L.
44 KNIGHT CONTROLS 8 FIELDS
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In the centre of the chessboard thejumper controls eight fields.
Onoutermost lines and in the corner fewerfields control the
chessboard. Howmany?
45 SQUARES CONTROL AND ATTACK
Knight can pass on marked fields withcrosses, but can also go
fields up whereis standing white figure.Then we wouldsay, that
knight nailed together spillikin.At the moment knight is pressing
tothese points - is attacking spillikins ofthe opponent. No figure
can go field up where for herthe spillikin, i.e. the spillikin of
the samearmy are standing: it isn't possible to hitits
spillikins.
46 KNIGHT BEATING
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Move black: the knight can beat thewhite knight. - Can the
knight carry other move outinstead of beating the opponent?
47 KNIGHT BEATING
Knight went field up e6 , where the whitecharacter stood: a
knight beat the whiteup. The figure is compact already behindthe
chessboard, he cannot farther play. In the chess game beating
isn'tcompulsory. So Knight could playdifferently.
48 CHOICE OF ACTION 1
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Biay pionek atakuje czarnego knight,moe wybra: 1) bi knight, 2)
i doprzodu, albo - 3) nie bi: nadal sta iatakowa czarnego knight.W
szachach bicie nie jest przymusowe,mona wic wybiera.=> patrz
nastpny diagram
49 BICIE PIONKIEM
Pionek pobi knight i przeszed na liniobok. Podczas bicia pionki
zawszezmieniaj lini swego marszu.Nie zawsze jednak warto bi
knight.Mona wybra z moliwocipozostawienia nacisku, albo -przemieci
pionka do przodu rezygnujcz bicia.POWTRZ: Bicie nie jest
przymusowe!
50 CHOICE OF ACTION 2
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Also reaching the last line you have theright to choose: the
white pawn can beatup knight - and to go the last line up, or -to
go straight, not to beat. In both casesan award is awaiting it:
because willreach the last horizontal line - is winning.
51 SPARRING
Place such a situation and play with thepartner. He/she is
winning the one, whofirst will lead the pawn to the last line.They
are starting white: 1) Act actively: attack and nail pawns ofthe
opponent together. 2) Enter knight to the backs of pawns ofthe
opponent, there more easily it ispossible to attack them.
52 CONTROL OF SQUARES, LIMITING
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REVISION: White cannot perform nogood move. Why? Movement of
whites:is there some chance for them e.g. after1.c4? Is it possible
to help them?
[=> 1.c4, b:c4 2.b:c4, a4 - black are winning]53 ATTACK ON
THE BACKS
The white jumper got to the backs ofblack pawns, since there it
is easier toattack, whereas the black jumper isstanding on the
sidelines and he/she isn'tfighting. In such a situation we are
sayingthat the jumper is white more active.Moving whites: whether
the whitejumper can get of some pawn?
54 INSPECTION OF THE SPACE
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During the game remember, that figuresin the centre are
stronger, since controlmore fields. How many fields countcontrol
black knights and how manywhite. Which jumper controls
fewestfields?
55 RACE OF ATTACKS
Movement of whites. Who here is havinga very good chance first
to lead the pawnto the last line?
[=> 1.g5, b4 2.f6 - White are winning for 1 pace]56
SPARRING
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Place such a situation and play with thepartner. He/she is
winning the one, whofirst will lead the pawn to the last line.They
are starting white.
57 EXCHANGE
They are Knights of both sides alertbattle. Moving whites, they
have thepawn less. White are thinking: to hit withh 6 the pawn,
whether to exchangeknight (that is - whether to beat blackknight).
Help them to make a decision.
58 CONTROL OF SQUARES, LIMITING
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REVISION: Movement of whites. Howwill the fight develop after
1.c3?
[=> 1.c3, a4 - and white don't have good moves]59 SPARING
Place such a situation and play with thepartner. He/she is
winning the one, whofirst will lead the pawn to the last line.They
are starting white.
60 PAWNS AGAINST KNIGHT
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Choose the aggressive move for black(must win).
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[=> 1...b4 2.Sb3, a2 - black are winning]61 CONTROL OF
SQUARES
Repeat rules of the migration knight, andhis possibilities of
attacking andcontrolling fields. How many knights is it possible to
placeon the chessboard this way so that theydon't have an influence
on themselves?=>
RESPONSE: 62
- It is a reply, the line is busy all fields ofone colour must
be, that is - 32 knights.
63 MAJORITY OF THE SPACE
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Movement of whites: can they overtakethe opponent and more
quickly reach thelast line?
[=> 1.d4, b5 - and white don't have good moves]64
SPARRING
Place such a situation and play with thepartner. He/she is
winning the one, whofirst will lead the pawn to the last line.They
are starting white. Enter knight tothe backs of pawns of the
opponent sothat it is easier to attack them.
65 USING THE MISTAKE
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Situation from championships. Whitehastily played with outermost
pawn (h2-h4). Move black. Whether it isworthwhile entering the
centre andexchanging knights? And perhaps it isblack are having a
chance for the attack?As you zagraby now black? =>
[=> 1...Nb4 - with the attack on pawns.]66 PARALLEL
COUNTING
It is necessary to exchange both knightswith places: white on
and 8 - and blackfor h 1; it being impossible... can gofields
controlled by the opponent up -since will be nailed together. Play
withthe partner when - 1) movement ofwhites, 2) move black. He/she
is winning- who first will lead one's knight toopposite
field.Arrange the similar problem alone - with
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other distribution knights.
67 MAJORITY OF THE SPACE
REPLAY: What will step after 1.c3, c6?Whether they will be white
to have somechances? And he can white have somegood move than
1...c6?
[=> 1.c3, a4 - black are reaching more quickly]68 DOUBLE
ATTACK
If the white knight goes f8 field up, hewill attack 2 black
pawns at once - e6and g 6, such action is called with doubleattack.
Whether after this move blackcan rescue the game? Arrange the
similar situation, but - forblack. Try to apply the "double attack"
inyour example.
[=>1.Nf8, Nd3]
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69 SPARRING
Place such a situation and play with thepartner. He/she is
winning the one, whofirst will lead the pawn to the last line.They
are starting white. 1) attack and nailpawns of the opponent
together. 2) enterknights to the backs of pawns of theopponent,
there more easily it is possibleto attack them.
70 PAWNS AGAINST KNIGHT
REPLAY: Judge the situation and choosethe active movement for
black (blackmust win).
[=> 1...b5 2.Nb4, a3 3.Na2, c2 4.Nc1...]71 RACE OF
ATTACKS
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Movement of whites. How can theybreak to the last line? How they
shouldreact black?
[=> 1.g5, b4 2.h5, a4 - and white are overtakingfor 1 move]72
EXERCISING THE PATIENCE
Order: In the area of the square a1-a3-c3-c1 exchange knights
with places inorder to white were at the top, whereasblack at the
bottom. Attention: it isn'tpossible to remove characters, or to
comeback at once to the same field. REPLY [can be different] :1.Na2
Nc2 2.Nb3 Nb1 3.Nbc1 Nca34.Nc3 Nc2 5.Nb3 Na1 6.Nc1 Na3 7.N1a2Nb3
8.Nb1 Nc1 9.Nac3 Nc2 10.Na3 Na1.
QUESTIONS - How they are movingknights? How are they beating? -
How many fields they control knights?
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- What namely, that "the character ismore active"? - Dlaczego
figur w centrum s silniejsze?- What namely "exchange"? - What is
the "double attack"?
3. Stage -
PLAYING WITHBISHOPS AND PAWNSThey will walk knights for some
timefrom the chessboard and we areacquainting children around
bishops. It isnecessary to keep such an order of thelearning. So we
are teaching children thecooperation bishops with pawns, aboveall -
closing the line for bishops to passthe opponent but opening (of
line) forone's bishops. Purpose of sparrings:leading the pawn to
the last line .They are typical operating exercises:cooperation
bishops with pawns: openingthe line, closing the line, the
safeguardand assisting, control of fields and theline, pressure,
exchanges, enteringbishop to the backs of pawns, manners
ofdefences, other... THESES TO SUMMARIES - is playingbishops is
simpler to take control: 1. Bishop must have opened lines - inorder
to move and therefore he is all themore valuable, for them more the
line isfeeling open. 2. Fighting strength bishops he growswhen on
the chessboard a number ofspillikins is being reduced: inversely
thanat knights. That is: more stepped them of
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exchanges - with it bishops are stronger. 3. In older groups (if
the child knows thealphabet) it is possible to try to conductthe
party with the record: 1.game - isplaying with pawns, 2.game - is
playingknights, 3.game - is playing bishops. Toexplain the benefit
from writing theparty: it is possible to find its mistakesand to
give some thought to them.
73
- It is bishop. He is moving only afterdiagonals (diagonal) by
the any numberof fields. He cannot go the field of othercolour up:
one bishop is moving only allover white fields - and second only
afterblack.
74 BISHOP MOVING
BISHOPS - are moving after lines
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diagonally (diagonal lines). Remember:bishop cannot change the
colour plawhich is based on. One bishop so isacting only all over
black fields andsecond - after white.
75 BISHOP CONTROLS 13 FIELDS
The one bishop he controls 13 fields,he/she is based on field d5
(centre of thechessboard). On other field will hecontrol the same
number fields? How isit possible to explain this change to
thecontrol? Count - how many fields wouldcontrol the one bishop, if
to transfer himto field h1?
76 ATTACK (pressure)
On the line of operation bishops a whitepawn is standing. Bishop
has the right tobeat him. In what way?
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77 BISHOPS BEATING
Bishop went field up where the pawnstood: beat the pawn up and
in theprocess excluded him from the game; thepawn was taken from
the chessboard.
78 SPARRING
Place such a situation and play with thepartner. He/she is
winning the one, whofirst will lead the pawn to the last line.They
are starting white. As similarly as in the game knights - tryto
enter with messenger to the backspionkow of opponent and there to
attackthem.
79 BISHOPS POWER
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In this situation white pawns aren'thaving a chance. Controlling
the linebishop can keep 5 placed diagonallypawns. But - imagine the
white of thepawn on g 2. He can jump for 2 fieldsahead - and then
the situation is gettingout of control.
80 HOW MANY WILL YOU PUTBISHOPS?
How many black messengers it ispossible to place on the
chessboard thisway, in order to one didn't have aninfluence to
second, that is - so that isn'tbased on the same diagonal
line.Treat this condition gladly, actually,figures of one army
cannot attack it ofeach other.
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REPLY: 81
Your reply: 14 bishops. - And he can more? Well check...
82 MAJORITY OF THE SPACE
REPEATING: : Move black: how shouldanswer white after - 1...b 6?
Whetherthey will be white to have some chances?
[ => 2.c3 - pace black is losing]83 SPARRING
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Place such a situation and play with thepartner. He/she is
winning the one, whofirst will lead the pawn to the last line.They
are starting white.
84 BISHOP ON THE BACKS OFPAWNS
Place this situation on the chessboard andanswer a question:
whether after thebattery on a4 the white messenger willkeep the
second pawn?
[=> 1.B:a4, b2 2.Bc2 - white are winning]85 PINNING
SECURITY
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Black bishop he must protect his pawns,we are saying that he is
tied with defenceof pawns (with safeguard). He cannothowever defend
the f7 pawn. How is itpossible to use it? Movement of
whites.Complete the game. As can be seen, better he is, when we
putpawns on fields of other colour than ourbishop. Then he must not
to be connectedwith safeguard and more easily he isfeeling to move
between one's pawns.
86 MAJORITY OF THE SPACE
REVISION: White have the move. Theycan strenuously lead the pawn
to the lastline. How would you do it?
[=> 1.g5, f:g5 2.f:g5, b4]87 SPARRING
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Place such a situation and play with thepartner. He/she is
winning the one, whofirst will lead the pawn to the last line.They
are starting white. Notice that they less are feeling on
thechessboard, all the more easily it ispossible to throw pawns
bishop of aroundone end to second. Then bishop there areno
obstacles and more quickly he/she isrunning fields of the
chessboard across.
88 FIGHT ON 2 FRONTS
Whether white bishop can keep blackpawns? What nastpi after
1.B:a2?
[=> 1...e2]89 DISCOVERED ATTACK
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The white messenger must control fielda4 and simultaneously to
watch themarch of the pawn g4. Black decided toapply discovered
attack: on the tail g3 istransferring its pawn sacrifice
bishop.Move black. Complete the game: reachwith pawn to the last
line.
90 SPARRING
Place such a situation and play with thepartner. He/she is
winning the one, whofirst will lead the pawn to the last line.They
are starting white.
91 MAJORITY OF THE SPACE
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The item of white pawns is making itimpossible black migration
for 2 fields.There is this major limitation - is forcingto the slow
migration. Therefore blackwon't be in time with active placing
(withorganising) of powers. White must win.Choose the movement for
whites.
[=> 1.d5, b6 2.b5 (1...a6 2.c5)]92 ATTACK ON PAWNS
White bishop has a chance to destroyblack pawns. Make the plan
of the actionup: what your first move will be?
[=> 1.Bb5, b3 2.B:a4, b2 3.Bc2]93 FIND A WAY OF X
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Remind everything about the rules of thegame bishops.Draw the
route of the messenger to the Xfield through all white fields on
thechessboard. Condition: the messengercannot twice stand on the
same field.
94
- So napewno your reply looks. You cannow try to do the similar
picture: todirect bishop from other field to thedetermined point of
the chessboard. Conclusion: the messenger can get closeto his
target with zigzag move, after theline wojego of colour.
95 SPARRING
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Place such a situation and play with thepartner. He/she is
winning the one, whofirst will lead the pawn to the last line.They
are starting white. Enter bishops tothe backs pionkow of opponent
so that itis easier to attack them.
96 CONTROL OF THE LINE
Move black: they aren't having a chance,but - still add 1 pawn
for black in orderto change the situation: black songs aremaking it
to the top to the last line...
[=> pawn on e3]97 THE PACE IS LOSING
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Who is starting - the one is losing...Whether you are able to
prove it withouttransferring pawns (to calculate in thememory)?
Place the situation on thechessboard and say: how you would
playwhites on the spot (black).
98 BLOCKADE AND CONTROL OFLINE
Properly to arrange bishops in order tokeep pawns, to deprive of
chances?
[=> 1.Bc1, g4 2.Bh1 - and black don't have goodmoves]99 FIND
A WAY OF X
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Bishop must reach the X field goingthrough all black fields of
thechessboard. Draw the route of the course.
REPLY: 100
- It is a reply. Compare with one's - andone more time try in 4
days.
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101 CALCULATING VARIANTS
Moving whites. As black should answer1.B:b 5 - or - on 1.Bc2?
Who here willwin? Why?
[=> 1.Bc2, a4 - black are winning (1.B:b5, c2)]102 FIGHT ON 2
FRONTS
REPEATING: Whether white bishop cankeep black pawns? As black
will playafter 1.Bc4?
4. Stage -
PLAYINGPAWNS + KNIGHT +
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BISHOPSNext cognitive stage (sparrings) it isplaying with two
figures, with steam:knight - bishop in all varieties and
incooperation with pawns. To show in exercises belongs forchildren,
that bishops they are strongerwhen they are on opened (half
open)lines and can after them move from oneend of the chessboard to
second.Whereas knights on the contrary: arestrongest by the set of
pawns, inimbroglios - well most important - whenlines are closed,
when bishop cannotattack them. In older groups it is possible
toimplement the notion of tacticalinstitution, of active
characterstrengthened, deciding on the currentplan of the
fight.Children must also be cognizant, thatduring the game every
character isperforming some task (function). Purposeof sparrings
like higher: leading thepawn to the last line. They are typical
operating exercises:cooperation of characters with pawns:opening
the line, closing the line, thesafeguard and assisting, control of
fieldsand the line, pressure, exchanges,entering with figures to
the backs ofpawns, manners of defences, other...Creating simple
figure arrangements,other... If necessary to repeat the game
withpawns: blockade, raising, breaking,pace...
[=> 1.Bc4, a2 - black are winning]103 SPARRING
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Place such a situation and play with thepartner. He/she is
winning the one, whofirst will lead the pawn to the last line.They
are starting white.
104 PINNING AND A PLAN OFACTION
PINNING PROTECTING White have thepawn less, but are more active:
areattacking 2 figures black. Movement ofwhites. Which character
they aresupposed to beat: bishop whetherknights? Of course -
bishop, and thenblack knight on c 3 field is becomingdefenceless.
Because it took place:breaking pinning protecting. Completethe
game.
105 WAITING FOR MANER
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For white bishop now b 5 points and b3are important. He must in
the opportunemoment, when there is a move black, tobe on b3, in
order to take over the controlof movements of pawns. Work out a
planof action, of manoeuvring bishop. Repeatthis exercise in 5
days.
[=> 1.Bd1, c6 2.Ba4, c5 3.Bb3 - controlling themovement of
pawns]106 SPARRING
Place such a situation and play with thepartner. He/she is
winning the one, whofirst will lead the pawn to the last line.They
are starting white. - What the game differs in bishops
andknights:a) when of pawns it is much;b) when of pawns it is
little?
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107 PARALLEL CALCULATING
Place on the chessboard and check theevaluation: 1) if movement
of whites it -they are winning the figure; 2) if arestarting black
it - draw.
[=> 1.N:g2, B:b2 2.N:b2 - white got the figure]108
SACRIFICES
He is happening, that forces of both sidesare concentrating on
some point, as thisway as here - on the e6 point. Movementof
whites: are giving everything back inorder to pave the way to the
last line forpawn h6 or d6. Complete the game.
[=>1.N:e6, Nb:e6 2. B:e6, N:e6, 3.h7]109 SPARRING
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Place such a situation and play with thepartner. He/she is
winning the one, whofirst will lead the pawn to the last line.They
are starting white.
110 PAWNS AGAINST BISHOP
REPEATING: The movement of whites,but their bishop aren't having
a chance...Whether you are able to say - what willstep after 1.Bb5,
c3? Whether you areable to imagine the win black?
[=> 1.Bb5, c3 2.Ba4, b5 - black are winning] 111 DOUBLE
ATTACK
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Black bishop went f5 field up with theintention of getting to
the backs of whitepawns and attacking the pawn a4.Movement of
whites: find the doubleattack with getting the figure too ofpawn.
Having the figure more whitelightly will win. Complete the
game.
[=>1.g4...]112 SPARRING
Play this situation with the partner.He/she is winning the one,
who first willlead the pawn to the last line. They arestarting
white. After playing a gameanswer - what the game differs in
bishopsfrom the game knights?
113 DISCOVERED ATTACK
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Movement of whites. Apply discoveredattack, which will let the
pawn for youget the black pawn and free the road tothe nomination
a6. Complete the game.
[=> 1.B:c6 and 2.B:a7]114 CONTROL OF SQUARES -BLOCKADE
REPEAT: Movement of whites. Whereone should put bishop in order
to assumethe full control (to block) action black?
[=> 1.Bg3, h4 2.B:h4, f4 3.Bg5 - with won]115 SPARRING
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Place such a situation and play with thepartner. He/she is
winning the one, whofirst will lead the pawn to the last line.They
are starting white. Certainly youalready noticed, that bishops they
arestronger when they have a good figureand they can after them
move from oneend of the chessboard to second. Whereasknights are
strongest by the set of pawns,in imbroglios ...
116 PARALLEL CALCULATING
Movement of whites. On both sides battlecontacts accumulated.
White are planningexchanges. What order of operations theymust
accept - in order not to lose? Andwhether white can gain
something?
QUESTIONS
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- How they are moving bishops? - How many fields he controls
bishop inthe centre, and how many in the cornerof chessboard? - How
he is beating bishop (give theexample)? - What namely "bishop is
tied"? - What he relies on "discovered attack"? - What namely
"sacrifice"? - What the game differs in knights fromthe game
bishops? - Who is stronger, when there are fewpawns on the
chessboard?
5. Stage -
HE IS PLAYINGWITH ROOKS ANDPAWNSOn the chessboard only rook and
pawns,after some time - second rook... Aftergetting acquainted with
the rules of thegame rook to give a few examples ofattacking weak
pawns. Not to impose outlines of the contest - letthe pupil play
after one's, to require onlyactivating rook - of placing for her on
theopened or half open line. He will learnthe efficiency in
addition: cooperationsrook with pawns. The child is dealinghere
with the small amount of material,and as well - from the beginning
alonecan organize (to place) one's position.Such an independent
game is a researchproblem for the child, it is seeking - andwhat's
more is in it for everyone mostimportant.
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They are typical operating exercises:cooperation rook with
pawns: openingthe line, closing the line, the safeguardand
assisting, control of fields and theline, pressure, exchanges,
entering rookto the backs of pawns, manners ofdefences, other...
Using towers on theopened and half open line: creatingsimple figure
arrangements, other... THESES TO SUMMARIES - Atacquainting the game
rooks to payattention to creating and the activation ofarrangements
of the cooperation.Strategic major problems: 1) cooperation rook
with pawns,2) cooperation rook with light figures,3) kinds of lines
on which figures willmove ,4) need to access into the item of
theopponent, to purposes the attack .5) order of leading figures
into thecontest: N - B - R Before sparrings to clarify the need
toenter with figures into the item of theopponent - march ahead and
attackingweak points. In conclusion it is absolutely necessary todo
the stage of the learningchampionships of the game rooks.
[=> 1.N:c4, B:g2 2.N:g2, B:b2 3.N:b2 - biaewygrywaj
figur]117
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This way a rook looks. She resembles thetower of the fortified
castle. He willmove on verticals and horizontal (verticaland
horizontal) by the any number offields.
118 ROOK MOVES
If the tower doesn't have the obstacle onits line, he can freely
move after verticals(vertical) and horizontal (horizontal).
119 CONTROL OF FIELDS = 14
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Count - how many fields does the towercontrol being based alone
on achessboard? - How many fields he will control thistower, if you
will put her on field a8? Remember: the figure is all the
strongerfor them more controls fields.
120 ATTACK ON SPILLIKIN (pressure)
Black rook is attacking the white knight.He can beat him - or to
choose othermove, since in chess beating isn'tcompulsory!
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121 BICIE ROOK
Rook stood up is taking place where wasknight: beat up knight...
Knight is stayingtaken from the chessboard and no longeris
playing!
122 SPARRING
Place such a situation and play with thepartner. He/she is
winning the one, whofirst will lead the pawn to the last line.They
are starting white. Try one's rook to rush to the backs ofpawns of
the opponent, to smash them.
123 PLAN OF KEEPING PAWNS
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Movement of whites. Whether the whitetower has a chance to keep
pawns (todestroy them)?
[Nothing can prevent the move 1...f2]124 ENTERING THE
POSITION
Rook most quickly will get even withpawns attacking from the
side, then at theback. Check: put rook on the chosenpoint - and
destroy white pawns in 4moves (and can more quickly?).
125 ENTERING THE POSITION
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If you want to help your pawns, it rookenter the item of the
opponent - to thebacks of his pawns, fight, get. Rookcannot serve
it position only for thedefence; g2 is the field best at
thepresented situation. Move black -complete the game.
126 SPARRING
Place such a situation and play with thepartner. He/she is
winning the one, whofirst will lead the pawn to the last line.They
are starting white.
127 TO FIND THE WEAK POINT
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Here white rook he won't be in time withthe attack from the
side, he must actdirectly. Which field you will put torook: b1
whether c1?
[=> 1.Rb1]128 WHICH IS IT A SPILLIKIN?
REPEATING: What spillikin is hidden inthe square? Who this way
controls fieldsand can attack spillikins of the opponent?
129 SPARRING
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Place such a situation and play with thepartner. He/she is
winning the one, whofirst will lead the pawn to the last line.They
are starting white.
130 HOW MANY ROOK WILL HE FIT?
Ile wie mona ustawi na szachownicyaby nie atakoway si wzajemnie,
czyli -aby nie stay na tej samej wertykalnej ihoryzontalnej?
REPLY: 131
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Reply: 8 towers, none of them is havingan influence to other.
Answer a question in addition: canspillikins of the same colour one
anotherbe attacked? Find other placing for 8 rooks.
132 PLAN OF KEEPING PAWNS
REPEATING : Movement of whites.Does the white tower have a
chance tokeep black pawns? arrange the similarsituation
independently.
[=> 1.Re1, f3 - black are winning]133 SPARRING
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Place such a situation and play with thepartner. He/she is
winning the one, whofirst will lead the pawn to the last line.They
are starting white.
134 ROOKS LOCATION
Rook must help it pawn of approaches tothe last line. She should
so stand up atthe back of pawn, on field h 1. He shouldrelocate
Pionkis oneself, and whencannot - it rook is doing the waitingmove.
Place this situation on thechessboard, and then look at the
courseof action: 1.Rh1, Rh5 2.Rh2, Rh8 3.h5,Rh6 4.Rh2, Rh8...
Repeat this examplein 2 days - but without the hint andwithout
transferring pawns.
135 ROOK LOCATION
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Movement of whites. In this case whitethey cannot win, since h 8
must free fieldfor one's pawn. Draw. Checkindependently - and
perhaps however arewinning? Movement of whites.
136 WHICH IS IT A SPILLIKIN?
REPEATING: What spillikin is hidden inthe square? Who this way
controls fieldsand can attack spillikins of the opponent?
137 ROOK LOCATION
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White cannot win - they will run short of1 move for reorganizing
rook. In thisdestination white rook would have topass on
7.horyzontaln and momentarilystop the safeguard, and then rook
ishitting the c 7 pawn. Checkindependently - and perhaps however
arewinning?
138 SPARRING
Place such a situation and play with thepartner. He/she is
winning the one, whofirst will lead the pawn to the last line.They
are starting white.
139 COOPERATION OF SPILLIKINS
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With the help of the tower pawns canmove and reach the last
line. Work theplan of such a cooperation out.
[=> 1.h6, Rg1 2.Rh8 - white are winning]140 WHICH IS IT A
SPILLIKIN?
REPEATING: What figure is hidden inthe square? Who this way
controls fieldsand can attack spillikins of the opponent?
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6. Stage -
HE IS PLAYINGWITH PIONKIS +ROOKS + KNIGHTSNext stage of
sparrings without the kingit - linking light characters around
rooks.Typical operating exercises are similar:cooperation of
characters with pawns insimple agreements - opening the
line,closing the line, the safeguard andassisting, control of
fields and the line,pressure, exchanges, entering withfigures to
the backs of pawns, manners ofdefences, other... Creating simple
figurearrangements, other... These training positions need to
devotemore time. Children through the longertime can have
difficulty with creating thearrangement rook + knight. In
defensiveand criticizing arrangements to takepossibilities into
account: 1) whenknightk is protecting rook, 2) when rookis
protecting knight. To pay attentionalso to the fact, that for the
activity rookis beneficial opening the line vertical,whereas for
knight - when the ones linesare closed (it is harder then to
attackhim) .
141 SPARING
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Place such a situation and play with thepartner. He/she is
winning the one, whofirst will lead the pawn to the last line.They
are starting white.
142 WHERE TO PUT ROOK?
REPEAT: Rook must attack the weakpoint (pawn) or - point which
canbecome the weakness. Simultaneously -rook alone must be safe.
Where you willput rook in order quickly to destroy blackpawns?
[=> 1.Re1]143 SPARRING
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Place such a situation and play with thepartner. He/she is
winning the one, whofirst will lead the pawn to the last line.They
are starting white.
144 ROOK REORGANIZING
Why here is the draw? Beating at chessisn't compulsory. Black
rook can retreatand attack at the back. Test this plan:whether
white can win after the transitionrook on the b tail 1 and then on
e1?
145 ROOK WALK
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Remind everything about the game rook. He will draw the route
rook which isgoing through all fields of the chessboardand is put
back in his place. Conditions:1) rook cannot access 2 times to the
samefield, 2) lines of transferring the towercannot cross.
REPLY :146
- It is a response to your task. The routecan be different.
Remember aboutrepeating this task in a few days.
147 SPARRING
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Place such a situation and play with thepartner. He/she is
winning the one, whofirst will lead the pawn to the last line.They
are starting white. After the gameanswer: 1) which character it is
possible mostquickly to lead into the contest (to callup)? 2) which
figure better is to play afterbattery 4 - 6 pawns - knights
whetherrooks?
148 EXTORTING ACTION
REPEAT: Force black rook for leavingthe line A.
[=> 1.a6, Ra8, 2.a7 - and black rook must freefield a8 - or
to break the pawn]149 ROOK WALK
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The black rook must encounter the Xpoint going through all
fields of thechessboard. Conditions: 1) lines of thecourse aren't
crossing, 2) cannot twicestand on the same field.
REPLY:150
- It is a response to the task. Rook, ofcourse, he can go in
other direction, butthe picture will be similar.
7. Stage -
HE IS PLAYING
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WITH PIONKIS +ROOKS + BISHOPSThe next stage is aimed at
acquaintingwith typical systems rooks and bishops,practising
typical situations of thecooperation of these long-rangecharacters.
In this moment the childamong others will be seeking thecooperation
of characters on the points ofintersection of the line. Needed
alsostrengthening notions: vertical andhorizontal line.Typical
exercises: creating simple figurearrangements: the control of the
line andthe pressure, blockade, raising, breaking,move it, entering
with figures to thebacks of pawns, closing and opening theline -
and exchanges, the safeguard andassisting, manners of defences,
other... Before this university class the teachershould do the
verbal introduction andshow examples the operation on lines,locking
them up and opening - when andin what destination. It is being
associatedwith motives of going up the rear ofarmy of the opponent.
The child mustbecome aware of the meaning of creatingof plans of
opening or closing the line.
151 SPARRING
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Place such a situation and play with thepartner. He/she is
winning the one, whofirst will lead the pawn to the last line.They
are starting white.
152 LINES
Sets of fields form different lines: 1) oblique differently -
diagonal,2) vertical differently - vertical,3) horizontal
differently - horizontal.After these lines spillikins are
moving.Which characters get to know by you willmove on diagonal,
vertical and horizontallines?
153 SPARRING
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Place such a situation and play with thepartner. He/she is
winning the one, whofirst will lead the pawn to the last line.They
are starting white.
154 PLAN OF KEEPING PAWNS
REPEAT: On account of of e 2 pawnwhite the rook must come back
to fielda1. How they will react to it black?Whether white does the
rook have achance to keep black pawns?
[=> 1.Ra1, f4 2.Re1, f3 - white rook withoutchances] 155
SPARRING
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Place such a situation and play with thepartner. He/she is
winning the one, whofirst will lead the pawn to the last line.They
are starting white. After playing answer: which figure moreeasily
is to go the backs of pawns of theopponent up - rook whether
bishop?
8. Stage -
HE ISPLAYING WITHPIONKIS + ROOKS +KNIGHTSI + BISHOPSNext stage -
arrangements of thecooperation of 3 characters. Thanks tothese
situations of children he is gettingacquainted with battle
trademarks (withvalues) of three characters cooperatingwith
oneself, with different manners ofthe contest with these figures,
ofexploiting their features at creatingcriticizing and defensive
arrangements.The teacher is watching mistakes - and isimplementing
revisions coming back to
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previous stages. In j.w sparrings. - iswinning the one, who
first will lead thepawn to the last line. Typical exercises:
creating figurearrangements: the control of the line andthe
pressure, blockade, raising, breaking,move it, entering with
figures to thebacks of pawns, closing and opening theline by
exchanges and transfers, thesafeguard and assisting, manners
ofdefences, and - creating straightanalogies to models, other...
Instead of tosolve a problem a lot it is possible - afew with the
additional order: createsimilar (analogous) situation.
156 SPARRING
Place such a situation and play with thepartner. He/she is
winning the one, whofirst will lead the pawn to the last line.They
are starting white .
157 WAITING MOVE
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REPEAT: Black rook will be forced toleave field a8 and white
will put thepawn there (are winning). How to do it?
[=> 1.Ra1, Ra7 2.a6 - with won]158 SPARRING
Place such a situation and play with thepartner. He/she is
winning the one, whofirst will lead the pawn to the last line.They
are starting white.
159 ROOKS LOCATION
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REPEATr: Whether whites will manageto lead of pawn (after all
white rook isprotecting at the front). Move black. Howthe fight
will develop after 1... Rh1? Repeat this task in 2 days.
[=> 1...Rh1 2.h5, Rh2 3.h6, Rh3 4.h7, Rh2 - andwhite rook
must give. There is no win - arestaying 2 rooks...] 160 PARALLEL
THINKING
Parties are doing after 1 move alternately.Where, on which
field, will meet rooks, ifhave the move: a) white, b) black?Repeat
solving in the memory, withouttransferring rooks.
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161 SPARRING
Place such a situation and play with thepartner. He/she is
winning the one, whofirst will lead the pawn to the last line.They
are starting white.
162 COOPERATION OF SPILLIKINS
REPEAT: White must win. Suggest themthe modus operandi.
QUESTIONS- How they are moving rooks, along whatlines? - How
many fields he controls rook?- Give names of the line after
whichcharacters are moving.- Whether knight will move on lines?-
What meaning is (about is giving us)
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entering with figures into the item of theopponent? - What order
of leading characters intothe contest should be? Why?
[=> 1.Rh7, Rg1 2.g7, Rg2 3.h6...]163 SPARRING
Place such a situation and play with thepartner. He/she is
winning the one, whofirst will lead the pawn to the last line.They
are starting white. Lead one by oneinto the contest: 1) knights, 2)
bishops, 3)rooks. Which from these figures best deals withat the
beginning of the game, when thereare many pawns? Why?Enrol the
course of the game in 10moves.
9. Stage -
HE IS PLAYING QUEEN ANDWITH PAWNS The time came forgetting
acquainted with queen in the fightand the interaction with pawns.
It istraining difficult situation, because everymove is deciding on
holding or upsettingthe balance. The exercise is doing goodthe
development of skills of calculating
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fields of the control and noticing ofreaction of the opponent.
The plan of thefight must be drawn up at analysistogether with
pupils, right after the firstgames. To answer a question -
whichwing best queen to manage in cells 1 to)of attack, 2)
defences; can better go overto the centre? According to statements
totrace pupils attack queen and defencebefore queen. They are
typical operating exercises: thequeen cooperation with pawns,
theinspection of the space and thesafeguard, pressure on
weaknesses,exchanges, using queen on the lineopened and half open,
going up the backsof pawns, move it, other...Queen is the strongest
character,therefore repeated playing is necessaryfor them of
sparrings in the differentbalance sheet - with other figirami.
Toproceed to the next sparring situationwhen scores of the previous
game will bejust enough good. In sparrings to pay attention to the
entiregame with chessboard, with all pawns.
164
- It is queen, the strongest battle figure.He is performing the
role - of general, for
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commander of one's armies. He ismoving into all directions by
the anynumber of fields.
165 QUEEN MOVES
If queen doesn't have the obstacle on itline, he can move in all
directions. Remember how these lines are called.
166 CONTROL OF FIELDS = 27
They are fields to which he can accessqueen marked with crosses.
We aresaying then that these fields arecontrolled through queen.
Count - how many fields the queen whitecontrols. Transfer this
queen to field h 1and count - how many fields does hecontrol now?
Which hence theconclusion?
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167 ATTACK (pressure)
Black queen is attacking the white towerin length diagonal. He
can beat her - orto choose other move. => watch the next
diagram
168 QUEEN BEATING
Queen beat up and rook is stayingexcluded from the game, it is
alreadybehind the chessboard.
169 CONTROL FIELDS AND ATTACK
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Black queen can freely stand on markedfields with dots, cannot
however jumpover spillikins. However he cansometimes go field up
where the spillikinof the opponent is found, that is - to hitthe
spillikin of the opponent. On the diagram: black queen can beat
thequeen white (if now moving is black).
170 SPARRING
Place such a situation and play with thepartner. He/she is
winning the one, whofirst will lead the pawn to the last line.They
are starting white. If you managed to lead all your pawns tothe
last line and to turn into queen, ithow many would you have
queens?
171 FIGHT ON 2 FRONTS
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If pawns are reaching the line the last butone, queen, being at
the back, not alwayscan stop them, particularly when the fightis
taking place at 2 fronts. What willhappen after 1.Q:h3?
[=> 1...a2]172 WHICH IS IT A SPILLIKIN?
REPEATING: What spillikin is hidden inthe square? Who this way
controls fieldsand can attack spillikins of the opponent?
173 PAWNS ON 3(7) HORIZONTAL
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Movement of whites. How to keep blackpawns? Choose a good
move.
[=> 1.Qd5, g3 2.Qg2 - pawns will be destroyed]174 PAWNS
AGAINST QUEEN
Movement of whites. The queen whitedoesn't have a chance to stop
of pawn - ifwill be black to play exactly. How youwill play black
after - 1.Qc3?
10. Stage -
HE IS PLAYINGPAWNS + QUEEN +KNIGHTS
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He is an aim of sparrings and exercises -acquainting with simple
queen systems +knights in cooperation with pawns. A sideis winning,
which first will lead the pawnto the last line. Taking a class
shouldwatch the game and write out mistakes,in order to on will
provide them to createcorrective exercises. The first games canbe
held around only one knight. They are typical operating
exercises:creating arrangements of the control ofopportunities of
both the line and thepressure and the safeguard; theblockade,
raising, breaking, the pace,going the rear up, closing and
openingthe line - and exchanges, sacrificing forleading the pawn
the last line, other...
[=> 1...d2 - one of pawns is reaching]175 SPARRING
Place such a situation and play with thepartner. He/she is
winning the one, whofirst will lead the pawn to the last line.They
are starting white. Try at first tolead into the contest
knight.
176 FIGHT ON 2 FRONTS
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They can win black pawns... As blackshould play after 1.Qc2?
[=> 1.Qc2, a2! - black are winning]177 WHICH IS IT A
SPILLIKIN?
REPEATING: What spillikin is hidden inthe square on field d3?
Who this waycontrols fields and can attack spillikins ofthe
opponent?
178 BLOCKADE OF PAWNS
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Choose the liquidation plan of blackpawns. Start by limiting:
where it isnecessary to put the hetman - in order toassume the full
control over action ofpawns?
11. Stage -
HE IS PLAYINGPAWNS + QUEEN +BISHOPSLearning of the queen
cooperationaround bishops - creating criticizing anddefensive
arrangements, in cooperationwith pawns. It is possible to
createtypical operating exercises based onprevious stages and for
sparringsituations (mistakes). To lay the primaryfocus for action
on half open and openedlines. Operations are arrangementsanalogous:
batteries, the blockade,raising, breaking, the pace, going therear
up, closing and opening the line -and exchanges, other...
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[=> 1.Qb1! - white are winning. (1...a2 3.Q:c3;1...c2 2.Qc3,
a2 3.Qb2)]179 SPARRING
Place such a situation and play with thepartner. He/she is
winning the one, whofirst will lead the pawn to the last line.They
are starting white. Try at first tolead into the contest
bishops.
180 PAWNS ON 2 (7) HORIZONTAL
When pawns are moved far and they areon 2 wings, even it is hard
for queen tostop them. Whether going b3 field up willrescue
white?
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[=> 1.Qb3, h3! - devoting the pawn black are winning]181 FIND
A WAY TO X
Repeat everything about the game queen. Draw theroute the queen
who is starting from c 3 field, isexperiencing all opportunities of
the chessboard and heis encountering field X (f6). Conditions: 1)
cannottwice stand on the same field, 2) lines of the coursequeen
aren't crossing.
REPLY:182
- This way an itinerary looks your queen all over allfields of
the chessboard. How many movements counthe had to make. Repeat the
exercise in 7 days.
183 PAWNS ON 3 (7) HORIZONTAL
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Exceptional situation: the pawn on the left isn't still
on2.horizontal, it is possible to use it. Lines are pointingat the
migration and the control of opportunities afterthe liquidation of
the b 4 pawn. Make up the plan ofdestroying all black pawns.
12. Stage -
PLAYING PAWNS +QUEEN + KNIGHTS + BISHOPSNext stage it -
situations for getting to knowcharacteristics of three battle
figures cooperating withoneself, in moments of the attack and the
defence. During sparrings the teacher is watching mistakes -and is
implementing proper revisions - coming back toprevious stages. To
keep an eye on two elements: 1) order of leading figuress into the
contest: knights -bishops - queen (and then - towers and queen).
Toremind of exceptions - if the opponent is making thebig mistake,
it is necessary to change a plan, and - 2) the problem of the
control and occupying the centreand becoming stronger in it. Of
sparring variants it ismuch, he can e.g. be 1 knight and 2 bishops
(orinversely), one tower by set 2 knights and 2 bishops itp.It is
necessary to play these all examples... The teachershould so invent
additional (mixed) sparring situations,and to point out to the
necessity of planningexchanges - in order to facilitate for pawn
reachingthe last line. Typical exercises: creating figure
arrangements: thecontrol of the line and the pressure, blockade,
raising,breaking, move it, entering with figures to the backs
ofpawns, closing and opening the line by exchanges andtransfers,
the safeguard and assisting, manners of
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defences, and - creating straight analogies to models,other...
Of figures enough enough much for to implementexercises creating
attacking and defensive analogies ofarrangements with the order is
- "Create the similarsituation".
[=> 1.Qg3, b3 2.Q:b3 h2 (1.Qb8!)]184 SPARRING
Place such a situation and play with the partner.He/she is
winning the one, who first will lead the pawnto the last line. They
are starting white. Keep the orderof leading into the contest: 1)
knighs, 2) bishops, 3)queen.
185 PAWNS AGAINST QUEN
Movement of whites. If the c 5 pawn stood on c 4 -black wouldn't
have a chance (remind the positionbishop of opponent keeping 4
pawns). Now a pawn canenter the action from the D line. how you
will playblack after - 1.Qc3?
[=> 1... d4 2.Qb2, d3 - fight on 2 fronts]186 GO THROUGH ALL
OF FIELDS
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Draw the route queen who is running all fields acrossand is
coming back into the same place. Conditions: 1)lines can cross, but
2) the queen cannot return tofields, on whom he was already.
REPLY:187
- This way an itinerary looks your queen all over allfields of
the chessboard. Watch these lines carefully.Next - put the book
back and try one more timeindependently. Try to choose other field
of the start queen andarrange the own objective to this topic.
188 PAWNS AGAINST QUEEN
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Black they are pushing queen and they are provokingthe fight to
2 sides (line A and D). How you will playblack after queen walking
away: 1.Qb2?
13. Stage -
PLAYING PAWNS +QUEEN + ROOKSThis stage it - teaching planned
cooperating heavyfigures. It is important sparring (exercise), is
alsorecommended for with advanced of chess players.Mastering the
ability should be an aim of sparringsand additional exercises: 1)
of correct locating towers on lines: a) open, b) halfopen, c)
points of alleged exchanges (safeguard,opening the line); 2)
manners of queen transferring to the area of thefight - correct
determining a strategic point. Typical operating exercises:
creating arrangements,the location of single towers, the inspection
of thespace, the blockade, raising, breaking, the pace, goingthe
rear up, closing and opening the line - andexchanges, the attack
and the defence, other...
[=> 1...d3 - the queen isn't having a chance]189 SPARRING
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Place such a situation and play with the partner.He/she is
winning the one, who first will lead the pawnto the last line. They
are starting white. After playing answer a question - why the queen
isplaying more lightly than the rooks itself ?
190 FIELDS CONTROL
Still attach to this queen 3 white queen this way - sothat they
control as the most fields.
REPLY: 191
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- It is a solution. The X signs mean that these two fieldsaren't
controlled. Repeat the ones setting in 3 days. Attention - there
are more tasks around 4 queenscontrolling fields. Perhaps you will
try alone toarrange setting to this topic?
192 PLANNING EXCHANGES
Place this situation on the chessboard. Move black.Calculate the
order of exchanges (of action), withoutrelocating figures.
14. Stage -
PLAYING PAWNS +QUEEN + ROOKS + KNIGHTSThe next stage is
analogous to previous - they addedknight who must first to enter
the contest. To payattention to the strategic role queen - the
place of hislocation must be planned.
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Typical support exercises are similar to the previousstage:
creating criticizing and defensive arrangements,operations with
arrangements: the blockade, raising,breaking, the pace, going the
rear up, closing andopening the line - and exchanges. Creating the
analogyof arrangements of the cooperation, independentarranging the
situation - following the example ofexamples arising during
sparrings, other...
[=> 1...Q:h1 2...R:h1, R:h1]193 SPARRING
Place such a situation and play with the partner.He/she is
winning the one, who first will lead the pawnto the last line. They
are starting white. Start the gameknights, or with transferring the
pawn: 1.e2-e4.
194
To it queen still add 4 black queens this way so thatcontrol the
entire chessboard. (If not you have such a number queens, put it
pawns,for a moment let stay queens.)
REPLY:
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195
- It is a solution: 5 the queens can control all fields ofthe
chessboard. Of the possibility and tasks it is more.Perhaps alone
you will arrange the similar example?Repeat the above task in 3
days.
15. Stage -
HE IS PLAYING PAWNS +QUEEN + ROOKS + BISHOPSBefore sparrings and
exercises it is possible toremember Etap.7, and then - only to add
queen. Toremember that at first they are mobilizing bishops.Typical
operating exercises like in the previous stage:creating criticizing
and defensive arrangements,operations with arrangements: the
blockade, raising,breaking, the pace, going the rear up, closing
andopening the line - and exchanges. Creating the analogyof
arrangements of the cooperation, independentarranging the situation
- following the example ofexamples arising during sparrings,
other...
196 SPARRING
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Place such a situation and play with the partner.He/she is
winning the one, who first will lead the pawnto the last line. They
are starting white. Start the gamewith transferring the pawn:
1.e2-e4 .
197 PLAN OF EXCHANGES
What is better for whites: to beat black bishop, whetherto walk
away second bishop, e.g. on the f7 field.
16. Stage -
PLAYINGPAWNS + QUEEN + ROOKS +BISHOPS + KNIGHTSIt is the last
stage of the game without the king. Thesesparrings are supporting
the total fight and it isnecessary to let play for the child
according to ownideas. However to explain it is necessary sense of
the
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planned operation: 1) keeping the order of leading figures - at
firstknights; 2) controlling the centre during sparrings; 3) matter
of exchanges - in order as soon as possibleto lead of pawn to the
last line.The teacher alone is creating the list of
typicaloperating exercises being based on previous stages andon
sparring mistakes. Every because the traininggroup requires other
correction, other to train in therevision. She is indicated in this
moment general repeatingmaterial: is playing with pawns, knights
itd. It ispossible to do championships for beloveds of stages -for
the evaluation. After 16.go finishing the stage it ispossible to
assume that the child is prepared for thelearning of the game -
with the king.
[=> 1.B:c7, R:b3 - white are winning the figure (beating I
amgaining the pace)]198 SPARRING
Place such a situation and play with the partner.He/she is
winning the one, who first will lead the pawnto the last line. They
are starting white. Try to keepsuch an order of leading figures
into the contest: 1)knights, 2) bishops, 3) queen, 4) towers. After
playinganswer a question: which figure is most dangerousduring the
fight? Why?
QUESTIONS - Name lines on whom the queen willmove. - How many
fields does the queen control? - How is the queen nailing the
spillikin together? - What he is marking, that "the figure is
attacking"? - What lines differ in: of control of fields from -
ofthree-quarter line? - Why weaker figures (less valuable) should
first to
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enter the contest?
17. Stage -
PLAYING WITH THE KINGAND PAWNSTHESES TO SUMMARIES - King is a
grandee on thechessboard. The chess kingdom cannot exist withoutthe
king... We are setting about to the research of the game withthe
king. We are repeating earlier played sparrings(stages 1, 2, 3...
itd.) adding the king to knownsparring situations. From now on the
score of thegame will be determined through checkmate , that is
aperson will win - which will checkmate. During thefirst lesson the
teacher is discussing: 1) the rules of the game with king, to
access especiallya point talking about the fact that the king
cannot tofield controlled by the opponent; 2) notions check - as
the attack on the king; 3) need to save the king - is a rule. After
discussing rules - to let play for leading the pawnto the
nomination. To add it is necessary, that pawnreaching the last line
- can turn into the any figure(nomination). Before the game king -
pawns to show thecentralization the king to the necessity -
hisparticipation in the fight: going up the backs of pawnsitp. The
king is an only character here - so must actaggressively. The most
errors appear exactly at thepassive game with king. Wszystkie
sytuacje wiczebneprzenosi z diagramu na szachownic. Zwraca uwagna
prawidow wspprac samego krla z pionkami,gdy jest to podstawa
wszystkich tematwdoprawadzania pionka do nominacji.During the next
lesson we are discussing mattesituation (definition of checkmate)
and we arepresenting standards of matte nets: at first with
twotowers (are simpler) and then - queen. From thismoment it is
possible to require finishing the gamewith checkmate from the
pupil. Next problems - principle of protection of the king
andrestrictions his mobilities. In this moment it is possibleto
discuss the role of the centre - as the strategic area.The order of
acquainting with dulling systems isfollowing: 1) checkmate with two
towers; 2) queencheckmate; 3) checkmate with tower; 4) checkmate
twobishops. Parallel to sparrings, we are conducting
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exercises in quest checkmate and of constructing mattenets. So
we are supplementing planned sparrings withexercises of dulling and
independent arranging theanalogy of matte nets, and all over it -
we areproceeding to exercises - checkmate in 1 move andtactics.
They are these are complementary exercises forof the ones
(simplified) of sparrings with the king.Typical operating
exercises: cooperation of the kingwith pawns: the inspection of the
space, thecentralization, the concrete nomination, the attack onthe
king and the defence, checkmate: with two towers,the queen, the
pace and the opposition, other...One should consider problems of
the fight with theparticipation of the king exactly (analytically),
sincethey will become the base for next topics. One should repeat
previous material, to come back tohim. To organize championships of
sparring situationswithout the king. It is improving our
efficiency(technique) and prevents the schematism of the game.
1