chess primer. training material for children. analytical method by algierd tarachowicz 1984

CHESS PRIMER

http://coschess.republika.pl/elm_001.html[8/4/2015 4:02:49 ]

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


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


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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


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.


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?

CHESS PRIMER


- 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...


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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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.


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



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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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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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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

CHESS PRIMER


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

CHESS PRIMER


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.

CHESS PRIMER


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

CHESS PRIMER


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

CHESS PRIMER


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


127 TO FIND THE WEAK POINT

CHESS PRIMER


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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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

CHESS PRIMER


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.


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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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?


137 ROOK LOCATION

CHESS PRIMER


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


139 COOPERATION OF SPILLIKINS

CHESS PRIMER


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?

CHESS PRIMER


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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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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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

CHESS PRIMER


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

CHESS PRIMER


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

CHESS PRIMER


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

CHESS PRIMER


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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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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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

CHESS PRIMER


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


159 ROOKS LOCATION

CHESS PRIMER


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.

CHESS PRIMER


161 SPARRING


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)

CHESS PRIMER


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

CHESS PRIMER


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?

CHESS PRIMER


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

CHESS PRIMER


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?


CHESS PRIMER


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?


173 PAWNS ON 3(7) HORIZONTAL

CHESS PRIMER


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

CHESS PRIMER


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.


CHESS PRIMER


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

CHESS PRIMER


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...

CHESS PRIMER


[=> 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?

CHESS PRIMER


[=> 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

CHESS PRIMER


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

CHESS PRIMER


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

CHESS PRIMER


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

CHESS PRIMER


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

CHESS PRIMER


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

CHESS PRIMER


- 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.

CHESS PRIMER


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:

CHESS PRIMER


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

CHESS PRIMER


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

CHESS PRIMER


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

CHESS PRIMER


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

CHESS PRIMER


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

chess primer. training material for children. analytical method by algierd tarachowicz 1984

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