Chess for Overall Development

Chess Workbook

Student ______

______

_____ Grade ______School No ______

Reichl Publishing St. Goar Printed in Quebec

Chess Workbook

ADDRESS TO STUDENTS

Dear Students!

You are in luck! You have such a school subject as Chess. It is a very interesting and useful game. However, only some schools teach Chess. Your class has Chess. Chess training is a good opportunity to learn to play and to develop various abilities that will be helpful both in your studies and your life. We have created this Workbook so that the training will be interesting and useful for you. We invite those who will engage in a year-long chess training to use this Work- book. It is a very unusual Workbook. You will use it both when working on the assign- ments (just like in workbooks on other subjects) and when filling out a special form at the bottom of each page. Take a close look at this form when you have faced the first challenging assignment and felt the need for the teacher’s help. This form is necessary for challenging assignments – those that you may fail to complete by yourself. Filling it out, you will be able to understand what you have managed to do yourself (without the teacher’s help); what challenges you have faced and what your teacher has helped you with. Tomorrow you will be able to autonomously do things that you are doing with the teacher’s help today. This is what learning means: when you are gradually proceed- ing from what you do not know and fail to accomplish to the ability to independently perform most advanced tasks. At first, you may find it challenging to fill out this form. Your teacher may help you with that. Please keep it in mind that each student fills this form out by him/herself depending on which mistakes the student has made and which challenges the student has faced. If you do it on a regular basis, by the end of the year, the Workbook will contain the whole story of your journey on the way to playing Chess and…something else. Chess is a game that may help to develop various useful abilities and skills. That is why, you will be able to see both your challenges and resources that you use to overcome these challenges. The key thing is to be active and courageous! Don’t be afraid of mistakes and don’t be ashamed of them! All people who are learning make mistakes as it is impossible to do anything new and make no mistakes. Share your challenges with the teachers and they will help you. Good luck and success to you on your training journey!

— 3 — Viktor Zaretskii, Amir Gilyazov

ADDRESS TO TEACHERS

Dear Teachers!

This Workbook enables you to design your lessons so that they may be useful to every child in the classroom. The assignments that you will give to your students may seem simple to someone (and these students will complete them independently, without your help); challenging but doable to some other children (students are able to complete these assignments with your help only), and extremely difficult to others in which case it is too early for these students to attempt to work on these assignments. You will see that qualification of assignments into elementary, difficult and advanced is very relative. This differentiation characterizes the quality that an assignment has for a student rather than the quality of the assignment as such. The most efficient lesson is the one during which each student is doing what ben- efits him/her best, i.e. the student is working on assignments that are challenging but doable, and if he/she fails to complete these assignments him/herself, the child obtains such help from you that enables him/her to perform these assignments absolutely au- tonomously in the future. There is nothing new in this approach for you as teachers. A new thing is the form at the bottom of each page, where we invite each child (with your help) to record the most relevant things that have happened to him/her during the lesson. In our opinion, several essential events may occur. The first event relates to what the child has been able to complete absolutely independently, without your help. The second event relates to what he/she has failed to accomplish; to what the child has experienced challenges with and what has been done with mistakes. The third event is the help that the child has obtained from you. The fourth event is the effect of this help: what it has given to the child. This is the Reflection Form, i.e. a form that enables the child to conceptualize (to reflect on) what has happened during a lesson. If these events take place every lesson, it will soon become clear both to you and the child whether the child makes progress or not (whether the child advances in learning or has got stuck on something); what the child’s challenges relate to; which kind of help is most beneficial for this student; which issues need to be thought over. Filling out this form will enable the student to become the agent of his/her learning activity and it will enable you to help him/her on this way. We wish you fruitful cooperation with children and success in sup- porting them!

— 4 — Chess Workbook

SAMPLE WORKBOOK PAGE (FOR TEACHERS)

Module. Problems (overall module, e.g. “Chessboard”, “Movement” and types of problems that the teacher invites the children to solve)

Elementary Difficult Advanced Example. How many squares Example. Name the squares Example. Find mentally and does the Knight control when that the Knight controls oc- name the squares moving occupying с3 and how many cupying с3 and the squares along which the Knight can squares does the Knight con- that the Knight controls oc- get from a1 to h8 as quickly trol when occupying a1? cupying a1. as possible, i.e. making as few moves as possible.

You can see that all these problems pertain to the Knight’s movement, and draw on the knowl- edge of the chessboard and chess notation, which the students have acquired earlier, with each following problem being more challenging than the previous one. The teacher may make problems more challenging or simpler by indicating the difficulty level (doing the problem mentally; looking at a chessboard; being able to use pieces, i.e. performing an ideal, material- ized or purely material action).

Problem solving (to be filled out by the student and checked by the teacher)

In this part of the page stu- dents write down their solu- tions, indicating numbers of the exercises Reflecting on problem solving (to be filled out by the student at first, then – with the teacher’s help) What have you What have you What help have What has this Comment. done by yourself? failed to do by you needed? help given to Intention for the yourself? you? next lesson

Each action has its composition. The teacher is aware of what the student needs to know and to be able to do so as to solve some problem successfully. If the student solves the problem, it means that he/she has relevant abilities. If he/she makes a mistake or experiences some challenge when doing the problem, this is a red flag signifying that the student lacks some knowledge, skill or that some of his/her abilities are still under- developed.

— 5 — Viktor Zaretskii, Amir Gilyazov

The Year-1 Chess for Overall Development Training (COD training) focuses, first and foremost, on developing the ability to perform mentally. Therefore, the teacher invites the students to solve problems in all modules at different levels: purely ideal (“in one’s head”); materialized (i.e. some part of an action is carried out on the ideal plane, and some – with the use of material tools); purely material (using a chessboard, pieces, and supplementary material tools). Thus, the difference in the problems’ difficulty levels may relate both to the com- plexity of the chess-related subject matter (e.g. such questions as how many squares the Pawn controls and how many squares the Queen controls differ as far as the subject of Chess is concerned, as the Queen controls more squares), and to the level of completing the assignment on the material-ideal continuum. When assisting the child, the teacher can help him/her to identify both the zone of proximal development in terms of learning Chess and the zone of proximal develop- ment of the ability to perform mentally (which relates closely to other functions: atten- tion, memory, capacity for analysis, and many other functions that may develop in chess training). If the teacher is aware of individual zones of proximal development of his/her students, the teacher may adjust assignments to suit their specific traits. In this sense, the teacher may and needs “to digress” from the Workbook, to amend and to modify problems and even to invent his/her own assignments, just as Satka teachers have been doing. They have created numerous original assignments, which we have included in this Workbook with their permission. Filling out the Reflection Form is the essential part of the lesson. In the beginning, children will experience it as a great challenge. Spare neither time nor effort in helping them. It will pay off. Reflection, i.e. in this case, the ability to conceptualize one’s ac- tivity, is a fundamental developmental mechanism that will be evolving and improving throughout this work. At some point, you will become able to use it as a vehicle.

— 6 — Тема: Введение в шахматные занятия. Шахматный тест для детей и взрослых. Тема: Введение в шахматные занятия.Урок Шахматный 1 тест для детей и взрослых. Chess WorkbookУрок 1 Шахматный тест для детей и взрослых MODULE:Шахматный INTRODUCTION тест для TO детей CHESS. и взрослых Пожалуйста,CHESS QUIZ внимательно FOR CHILDREN прочитайте AND ADULTS вопрос и обведите в кружок тот Пожалуйста, внимательно прочитайте вопрос и обведите в кружок тот вариант ответа, который Вы​Lesson считаете № 1 правильным. вариант ответа, который Вы считаете правильным. Chess Quiz for Children and Adults 1. Какого цвета на шахматной доске поле Варианты ответа 1. Какогоа1: белое цвета или на черное? Please,шахмат readной aдоске question поле carefully; БелоеВарианты ответа Черное а1: chooseбелое или and черное? circle an answer that you believe toБелое be correct. Черное Which2. Какого colour isцвета the наa1 шахматной square on доске the поле ChoicesВарианты ответа 1. chessboard:2. Какогое4: белое light цвета or или dark? на черное? шахматной доске поле Light БелоеВарианты Dark ответа Черное е4: белое или черное? Белое Черное Which colour is the e4 square on the Choices 2. 3. Сколько полей контролирует ладья, Варианты ответа chessboard: light or dark? Light Dark 3. Сколькостоящая полейна поле контролируета1? ладья, 2 Варианты4 ответа8 14 How стоящая many squares на поле does а1 ? a Rook on a1 2 Choices4 8 14 3. control?4. Сколько полей контролирует конь,2 4 Варианты8 ответа14 4. Сколькостоящий полейна поле контролируета1? конь, 2 Варианты4 ответа8 14 How many squares does a Knight on a1 Choices 4. стоящий на поле а1? 2 4 8 14 control? 2 4 8 14 5. Сколько полей контролирует конь, Варианты ответа How5. manyСколькостоящий squares полейна поле does контролируете4 a ? Knight on e4 конь, ChoicesВарианты ответа 5. 2 4 8 14 control?стоящий на поле е4? 2 2 4 4 8 814 14

How6. manyСколько moves ходовdoes a долженKnight Задания 6 и 7 выполняются Варианты ответа Problems 6 and 7 are solved on a 6. 6.need toСколько сделатьmake to ходов get конь, to долженc3 чтобыfrom Заданияв квадрате 6 и из7 выполняются девяти полей – ВариантыChoices ответа nine-squared chessboard diagram a1? сделатьпопасть сконь, поля чтобы а1 на в квадрате изсм. девяти рис. полей – попасть с поля а1 на см. рис. поле с3? + 11 2 42 5 4 5 поле с3? + 1 2 4 5

How many options does a Knight 1 2 3 4 7. have7. to Сколькимиmake its way to способами a1 from 1 2 3 4 7.c3 ? Сколькимиможет конь способами попасть с К 1 2 3 4 можетполя а1 конь на поле попасть с3? с К поля а1 на поле с3?

8. Посмотрите на позицию на Варианты ответа Look8. atПосмотрите theдемонстрационной position on a наdisplay позициюchessboard. доске. на Король ChoicesВариантыПешка ответаКороль Пешка MemorizeдемонстрационнойПостарайтесь it. Put down the names ее of the squares запомнить.доске. White Король белыйWhite ПешкабелаяBlack КорольчерныйBlack Пешкачерная 8. that haveПостарайтесь beenНапишите, occupied наby Black каких ее and поляхby за Whiteпомнить. стояли King белыйPawn белаяKing черныйPawn черная pieces. UnlessНапишите,черные you иknow белые на chess каких фигуры notation, полях. Если mark стояли Вы не the pieces’черныезнаете locations и нотации белыеon the ,chessboard фигурыукажите. Если место Вы фигур не знаетена шахматной нотации, доскеукажите место фигур на шахматной доске

6 — 7 — 6 Viktor Zaretskii, Amir Gilyazov

Reflecting on Problem Solving What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

Module: Introduction to Chess.

Lesson № 2 This lesson takes shape of a conversation about Chess; about who knows what about this game. Therefore the first two columns may contain infor- mation on what the child is aware and unaware of, and the third and fourth columns may describe what has changed as a result of this lesson.

Reflecting on Problem Solving What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 8 — Chess Workbook

MODULE: CHESSBOARD: “CHESS BATTLESHIP”. LESSONS № 3-7.

Lesson № 3

BASIC LESSON (BL) Chessboard. Chessboard + Chess Notation – Square Names

Hi, kids! We invite you to play Chess Battleship so that you could learn to find and name the squares on the chessboard. There are some rules: each player has 6 ships. Each ship occupies a square. Three ships occupy light squares and three ships occupy dark squares. The ships can touch each other neither with their sides nor corners. The players take turns calling “shots” at each other’s ships. When shooting, you announce the name and the colour of the target square (e.g. a1, dark). If there is a ship on that square, then you sink it and get the right to shoot one more time. If you miss, then your opponent makes a move. The goal is to sink all the enemy ships. Good luck!

Attacking My fleet (Being Attacked)

Reflecting on Problem Solving What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 9 — Viktor Zaretskii, Amir Gilyazov

Lesson № 4

BL Chessboard. Chessboard + Chess Notation – Square Names

Hi, kids! We invite you to play Chess Battleship so that you could learn to find and name the squares on the chessboard. There are some rules: each player has 6 ships. Each ship occupies a square. Three ships occupy light squares and three ships occupy dark squares. The ships can touch each other neither with their sides nor corners. The players take turns calling “shots” at each other’s ships. When shooting, you announce the name and the colour of the target square (e.g. a1, dark). If there is a ship on that square, then you sink it and get the right to shoot one more time. If you miss, then your opponent makes a move. The goal is to sink all the enemy ships. Good luck!

Attacking My fleet (Being Attacked)

Reflecting on Problem Solving What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 10 — Chess Workbook

Lesson № 5

BL Chessboard. Chessboard + Chess Notation – Square Names

Hi, kids! We invite you to play Chess Battleship again so that you could learn to find and name the squares on the chessboard. There are some rules: each player has 6 ships. Each ship occupies a square. Three ships occupy light squares and three squares occupy dark squares. The ships can touch each other neither with their sides nor corners. The players take turns calling “shots” at each other’s ships. When shooting, you an- nounce the name and the colour of the target square (e.g. a1, dark). If there is a ship on that square, then you sink it and get the right to shoot one more time. If you miss, then your opponent makes a move. The goal is to sink all the enemy ships. Good luck!

Attacking My fleet (Being Attacked)

Reflecting on Problem Solving What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 11 — Viktor Zaretskii, Amir Gilyazov

MODULE: CHESSBOARD: “CHESS BATTLESHIP”. LESSONS № 3-7

Lesson № 6

BL Chessboard. Chessboard + Chess Notation – Square Names

Hi, kids! We invite you to play Chess Battleship again so that you could learn to find and name the squares on the chessboard. There are some rules: each player has 6 ships. Each ship occupies a square. Three ships occupy light squares and three squares occupy dark squares. The ships can touch each other neither with their sides nor corners. The players take turns calling “shots” at each other’s ships. When shooting, you an- nounce the name and the colour of the target square (e.g. a1, dark). If there is a ship on that square, then you sink it and get the right to shoot one more time. If you miss, then your opponent makes a move. The goal is to sink all the enemy ships. Good luck!

Attacking My fleet (Being Attacked)

Reflecting on Problem Solving What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 12 — Chess Workbook

Lesson № 7

BL Chessboard. Chessboard + Chess Notation – Square Names

Hi, kids! We will play Chess Battleship again. However, today, we invite you to find and name the squares on the chessboard from memory, without looking at the dia- gram. There are some rules: each player has 6 ships. Each ship occupies a square. Three ships occupy light squares and three squares occupy dark squares. The ships can touch each other neither with their sides nor corners. The players take turns calling “shots” at each other’s ships. When shooting, you announce the name and the colour of the target square (e.g. a1, dark). If there is a ship on that square, then you sink it and get the right to shoot one more time. If you miss, then your opponent makes a move. The goal is to sink all the enemy ships. Good luck! Attacking My fleet (Being Attacked)

Reflecting on Problem Solving What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 13 — Viktor Zaretskii, Amir Gilyazov

MODULE: CHESSBOARD. LESSONS № 8-13 Тема: ТемШахматнаяа: Шахматная доска доска(ШД) .(ШД) Уроки. Уроки 8-13 8-13 BL Chessboard. Chessboard + Chess Notation – Square Names Урок №Урок 8 № 8ОУ ШахматнаяОУ Шахматная доска. Шахматная доска. Шахматная доска. + Шахматнаядоска. + Шахматная нотация –нотация адрес – адрес Lesson №поля 8 званиеполя урока звание урока Поле дляDiagramПоле выполнения для forвыполнения Solving задания Problem задания № 1 1 № 1 Elementary Problem 1. Тема: Шахматная доска (ШД). Уроки 8-13 ЗаданиеЗадание простое простое № 1. «Доставь № 1. «Доставь почту» почту »

Урок № 8 ОУ Шахматная доска. Шахматная доска. + Шахматная нотация – адрес Draw a house in a square whose поля звание урока НарисуйНарисуй домик домик по адресу, по адресу, Поле для выполнения задания № 1 кудаaddress накудадо is доставить onна доyour доставить mailпочту: delivery почту: list: a6, b2, d4, h7. Задание простое № 1. «Доставь почту» a6, b2,a d6,4, b h2,7 .d 4, h7.

Нарисуй домик по адресу, куда надо доставить почту:Тем а: Шахматная доска (ШД). Уроки 8-13 a6, b2, d4, h7. Урок № 8 ОУ Шахматная доска. Шахматная доска. + Шахматная нотация – адрес поля звание урока

Поле для выполнения задания № 1 Поле Diagram для Поле выполнения для for выполнения Solving задания Problem задания № 2 2 № 2 Difficult Problem 2. Identify Chessboard Lines ЗаданиеЗадание сложное сложное № 2. «Определи № 2. «Определи линии ШД»линии ШД» ПопробуйПопро выполнитьбуй выполнить это задание это задание в уме (глазами): в уме (глазами): Поле для выполнения задания № 2 Try to Задание complete простое this exercise № 1. in«Доставь your head почту (using» Задание сложное № 2. «Определи линии ШД» your eyes): Попробуй выполнить это задание в уме (глазами):Через полеЧерез f поле3 проходит f 3 проходит одна горизонталь одна горизонталь и одна и одна вертикаль.Thereвертикаль. Нарисуй are two домик lines running through по адресу, the f3 Через поле f 3 проходит одна горизонталь и однаsquare: куда a rank надо and доставить a file. почту: вертикаль. Напиши,Напиши, Напиши, какиеWrite белыекакие down поля белые which входят поля light ввходят линию squares в вертикали?линию does вертикали? the file какие белые поля входят в линию вертикали?. . . have?...... a.. 6,.. .. .b. ..2, .. . . d .. 4,.. .. .h. ..7 ...... Какие черныеКакие черныеполя входят поля ввходят линию в горизонтали?линию горизонтали? Какие черные поля входят в линию горизонтали?...... Which dark squares does the rank have?

......

Задание очень сложное № 3. Поле для выполнения задания № 2 Направь жильцов по квартирам своего цвета: ЗаданиеЗадание оченьAdvancedЗадание сложное очень Problem сложное № 3. 3. № 2.3. « Определи линии ШД» E1 НаправьНаправь жильцовПопро жильцов побуй квартирам выполнить по квартирам своего это задание цвета:своего в умецвета: (глазами): House the guests in the like-coloured “apart- ments”: B1 Через поле f 3 проходитE1 однаE1 горизонталь и одна A1 F1 A1вертикаль. B1 D1 C1 E1 G1 H1 Напиши, D1 H1 какие белые поля входятB 1в линиюB1 вертикали? A1 A1 F1 ...... Какие черные поля входят в линию горизонтали? G1 ...... D. .1 . . . . D. .1 ...... Урок №4. C1 H1 H1

F1 F1 — 14 — 13 G1 G1 Урок №4.Урок C №4.1 C1 Задание очень сложное № 3. Направь жильцов по квартирам своего цвета:

13 13 E1

B1 A1

D1 H1

F1

G1 Урок №4. C1

13 Рефлексия выполнения задания Что смог Чего не смог Какая Что помощь Комментарий сделать сам? сделать сам? потребовалась дала? помощь?

Chess Workbook

Reflecting on Problem Solving What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

Урок № 9

8 Задание простое № 1. «Прятки» 7 Известно, что на каждом поле, где есть дерево, 6 за ним спрятался игрок в прятки. Определи Lesson № 9 5 место засады, и, используя названия

4 Elementaryшахматных Problem 1. полейHide-and-Seek, запиши их адрес и укажи 8 цвет поля. 3 You know that there is a hide-and-seek player 7 hiding behind each tree on chessboard squares. 2 Use square. . names. . . . to. . identify...... points. . . . .of . ambush...... 6 Write down a square’s name and its colour. 5 1 .

4 a b c d e f g h ......

3 ...... 2

1 a b c d e f g h Поле для выполнения задания № 2 Diagram for Solving Problem 2 Difficult Problem 2. Identify Chessboard Lines DrawЗадание a line сложное connecting № like-coloured2. «Определи squares линии ШД» on a mute chessboard diagram. HowНа is this «немой» line called? шахматной ...... доске...... проведи . . . . линию, соединяющую поля одного цвета. Draw all suchlike lines. HowКак many она linesназывается? of one colour . . . . .are . . .there? ...... Проведите все такие линии. HowСколь manyко lines таких are линий there одногоin total цвета?(of both . .col . . -...... ours)? ...... Сколько всего таких линий (2 цветов)? ...... WhatЧто can можно you сказать say about о длине the length таких ofлиний? these ...... lines?......

— 15 — 14

Viktor Zaretskii, Amir Gilya zov

DiagramПоле для for выполнения Solving Problem задания 3 № 3 Advanced Problem 3. Two Wonderful Lines Задание очень сложное № 3. «Две чудесные линии» Try to solve this problem in your head. If you Попробуй выполнить это задание в уме, если трудно, find it difficult, mark the paths. Theподп lineиши linking дорожки. like-coloured squares runs di- agonallyИз нижнего from the левого left bottom угла наискосок corner to доthe поляh8 h8 проходит square.линия, соединяющая поля одного цвета. WhichКакого colour цвета is thisэта линия?line? . . ______...... AnotherИз поля line h1 linking наискосок like-coloured в противоположный squares runs угол проходит diagonallyдругая линия, from h1 соединяющая to the opposing поля corner. тоже одного цвета. WhichКакого colour цвета is thisэта линия?line? ______Эти диагонали пересекаются, и 2 белых поля и 2 черных . . поля...... оказываются ...... вплотную...... друг...... к . . др . .угу . – это центр TheseШД. diagonals intersect, and two light and twoЗапиши dark squares адреса becomeполей, составляющихadjacent to each центр oth- ШД: er:______this is the centre of the chessboard. Write__ down the names of the squares that con- stitute the chessboard centre.

Рефлексия...... выполнения...... задания ...... Что смог Чего не смог Какая Что помощь Комментарий сделать сам? сделать сам? потребовалась...... дала?...... помощь?

Reflecting on Problem Solving

What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 16 —

15 Chess Workbook Урок № 10 Lesson № 10 Поле для выполнения задания № 1 Урок № 10 Diagram for Solving Problem 1 Задание простое № 1. «Путешествие за цветом» Поле для выполнения задания № 1 Elementary Problem 1. Searching for the Colour ЗаданиеЗапиши простое букву №«Б», 1. «Путешествиеесли рассматриваемое за цветом» поле Put down белого “L” цвета if the и square букву that«Ч» —you если have черного. identi- fiedУрок Запишиis light, № буквуand10 “D” «Б», if если it is рассматриваемое dark. поле белого цвета и букву «Ч» — если черного. Поле для выполнения задания № 1 d6, f3, g7, a2, f2 где писать буквы Б и Ч WriteЗадание “L” or простое“D” on №d6, 1 . f3,«Путешествие g7, a2, f2. за цветом» d6, f3, g7, a2, f2 где писать буквы Б и Ч

Запиши букву «Б», если рассматриваемое поле Задание сложное №2. «Шифровка» Задание белого сложное цвета № и2 букву. «Шифровка «Ч» — если» черного. С помощью ключа расшифруй слова: С помощьюd6, f3 ключа, g 7, a расшифруй2, f2 где писать слова: буквы Б и Ч

Поле для выполнения задания № 3 Difficult1. d6 Problem f4 b4 a2 2. f2.Encryption Задание1. d6 сложное f4 b4 a2 № f2.2. « Шифровка» Decipher words using a key: 8 Задание очень сложное № 3. «Две чудесные линии» S G A С помощью ключа расшифруй слова: 1. Попробуйd6Урок2. b4 g7 f4№ f2 f4 10 выполнить b8f2. c1 h4. это задание в уме, если трудно, 7 К B 2.подп g7иши f2 b8 дорожки. c1 h4. 6 Поле для выполненияQ задания № 1 2. Изg7 c3нижнего b8 c1 h4левого e5. угла наискосок до поля h8 проходит 1. Заданиеd6 f4 b4 простое a2 f2. № 1. «Путешествие за цветом» P линия,3. a7 соединяющая f4 h1 d8 c1. поля одного цвета. 5 W 3. 3.a7 a7f2 c3f4 h1d8 d8c1 e3.c1. КакогоЗапиши цвета букву эта «Б», линия? если ______рассматриваемое поле 4 U E O Из поля h1 наискосок в противоположный угол проходит 4. a72. белого c3g7 f2f2 d8.цветаb8 c1 и h4. букву «Ч» — если черного. I T другая4. e3 линия,g7 88 d5. соединяющая поля тоже одного цвета. 3 4. e3 g7 88 d5. N 5. Какогоe5d g86, fd5 3цвета, f2.g7, aэта2, fлиния?2 где писать ______буквы Б и Ч 2 Эти3. a7 диагонали f4 h1 d8 пересекаются,c1. и 2 белых поля и 2 черных 1 H поля оказываются вплотную друг к другу – это центр Cipher5.5. a 2 youra g28 g d 8name5 dc51 c using1 a key: ЗаданиеШД. сложное №2. «Шифровка» 4. e3 g7 88 d5. С Спомощью Запишипомощью адреса ключа ключа полей, зашифруй зашифруй составляющих свое свое имя: имя: центр ШД: ______КлючКлюч С помощью ключа расшифруй слова: __ 5. a2 g8 d 5 c1

Advanced 1. d6 f4 Problem b4 a2 f2. 3. Pieces on a Line 8 РефлексияС помощью выполнения ключа зашифруй задания свое имя: 8 1. Find diagonals that contain two pieces Ключ (includingЗадание оченьPawns) сложное in the №starting 3. «Фигуры position. на линииHow » 7 Что смог Чего не смог Какая Задан ие очень сложное Что помощь № 3. «Фигуры Комментарий на линии» 7 сделать сам? сделать сам? потребоваласьmany2. g7diagonals f2 b8 c1 have h4. you дала? found? 6 6 1.Найдите диагонали, на которых в начальной 1.Найдите диагонали, на которых в начальной помощь?. . позиции...... стоят . . . . 2. .фигуры ...... (включая ...... пешки)...... Сколько. . . . их? 5 5 2. 3. Findпозицииa7 f4 diagonals h1 стоят d8 c1. 2 thatфигуры contain (включая three пешки). pieces Сколько их? ______Задан ие очень сложное № 3. «Фигуры на линии» 4 4 ______(including Pawns) in the starting position. How 2. Найдите диагонали, на которых в начальной 3 many1.Найдите diagonals диагонали, have you на found? которых Write в them начальной 3 4.2. e3 Найдите g7 88 d5. диагонали, на которых в начальной down позициипозиции using стоятстоят square 32 фигурыфигуры names. (включая(включая пепешки).шки). Запишите Сколько их?их 2 2 по позицииадресам полей. стоят 3 фигуры (включая пешки). Запишите их . . ______...... 1 по адресам полей. 1 3. 5. Name a2 g all8 d 5 diagonals c1 that contain four pieces 2. Найдите диагонали, на которых в начальной (including Pawns) in the starting position. позиции стоят 3 фигуры (включая пешки). Запишите их С помощью3. Назовите ключа всезашифруй диагонали, свое имя: на которых в Ключ . . поначальной. . адресам...... полей.позиции ...... стоят. . . . 4. .фигуры ...... (включая ...... пешки). . . 3. Назовите все диагонали, на которых в

. . .начальной ...... позиции...... стоят . . . . . 4. .фигуры ...... (включая ...... пешки). — 17 — 3.. . . Назовите...... все . . . . . диагонали, ...... на. . . . . которых ...... в Заданначальнойие очень позиции сложное стоят № 4 3 фигуры. «Фигуры (включая на линии пешки).» 16

.1. . Найдите...... диагонали, ...... на. . . . . которых ...... в. . . . начальной . . . 16 позиции стоят 2 фигуры (включая пешки). Сколько их?

______16 2. Найдите диагонали, на которых в начальной

позиции стоят 3 фигуры (включая пешки). Запишите их по адресам полей.

3. Назовите все диагонали, на которых в начальной позиции стоят 4 фигуры (включая пешки). 15 ......

16

Viktor Zaretskii, Amir Gilyazov

Reflecting on Problem Solving What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

Lesson № 11

Elementary Problem 1. Guess the Paths Solve the problem here: Try to solve this problem in your head. Use the Path 1 – chessboard unless you can solve it mentally. Path 2 – c1, c2, c3, c4, c5, c6, c7, c8 – Path 3 – a4, b4, c4, d4, e4, f4, g4, h4 – g1, f2, e3, d4, c5, b6, a7 –

How did you guess which path is running from the bottom upwards; which is running from left to right and which – diagonally? ......

Difficult Problem 2. Finish the Paths Solve the problem here: Try to solve this problem in your head. Use a6, b6, c6, …, …, …, …, … ‒ the chessboard unless you can solve it men- tally. b1, c2, d3, …, …, …, …, … ‒ f1, f2, f3, …, …, …, …, … ‒

How did you guess? Name the paths. Which colour is the diagonal?

......

— 18 — Chess Workbook

Задание очень сложное № 3. «Посади ПолеDiagram для выполнения for Solving Problemзадания 3 Advanced Problem 3. ёлочки на дорожках» Plant Fir Trees along the Paths Попробуй выполнить это задание в уме, Try to solve this problem in your head. If you если трудно, все клетки на этих find it difficult, mark all the squares along дорожках these paths На вертикали - с On the с-file ‒ На горизонтали - 7 On the 7th rank ‒ На диагонали - b8-h2 Name the square where all the paths inter- На каком поле пересеклись все дорожки? sect.

Какого цвета это поле? ______......

Which colour is this square?

......

Задание очень сложное № 3. «Посади ПолеDiagram для выполнения for Solving Problem задания 4 Optional Advanced Problem 4. Дополнительное очень сложное задание № 4. Поле для выполнения задания ёлочки на дорожках» Game of “Spies” ИграПопробуй «Шпионы» выполнить это задание в уме, s p Try to solve this problem in your head. If you Попробуйесли трудно, выполнить все клетки это задание на этих в уме, если т р e g u find it difficult, mark the paths. труднодорожках, подп иши дорожки к q у Decipher a word: Расшифруй На вертикали слово: - с a а7,е4,f8,b3,h1,h5,g6,d2,a1 ---- ж а На горизонтали - 7 b w n а7, е4, f8, b3, h1, h5, g6, d2, a1 Выдели орфограммы в этом слове. На диагонали - b8-h2 о д Mark spelling challenges in this word. u s e м а ...... На каком поле пересеклись все дорожки? i i Ответ: ...... а б g n Какого цвета это поле? ______ш ы e h p o

и н

Reflecting on Problem Solving Дополнительное очень сложное задание № 4. Поле для выполнения задания Игра «Шпионы» What have What have you What help have you What has this Comment Попробуй выполнить это задание в уме, если you done by failed to do by needed? help given to Рефлексия выполнения заданияyourself? т yourself? р you? трудно, подпиши дорожки ЧтоРасшифруй смог слово:Чего не смог Какая Что помощьк Комментарий у сделатьа7,е4, сам?f8,b3, h1,hсделать5,g6,d2,a 1сам? ---- потребовалась дала? ж а Выдели орфограммы в этом слове.помощь? о д

м а

Ответ: ...... а б

ш ы

и н

19 Рефлексия выполнения задания — — Что смог Чего не смог Какая Что помощь Комментарий сделать сам? сделать сам? потребовалась дала? помощь?

18

18

Урок № 12

Задание простое № 1. «Помоги Колобку Поле для выполнения задания № 1 добраться до дома» Д Колобок может передвигаться только по

чёрным полям, нарисуй его маршрут: b2, b3, a3, b4, c5, d6 ,e6, e7, f6, g6, g5, h6, h7, g7, h8

Viktor Zaretskii, Amir Gilyazo v

Lesson № 12 Урок № 12 Поле Diagram для выполнения for Solving задания Problem № 1 2 Elementary Problem 1. Help Kolobok* Get* Home Урок № 12

Задание простое № 1. «Помоги Колобку Kolobok Поле can для move выполнения only along задания the dark № 1 squares; draw his path: добраться до дома» КолобокЗадание простое может передвигаться№ 1. «Помоги только Колобку по Поле для выполнения задания № 1Д b2, b3, a3, b4, c5, d6 ,e6, e7, f6, g6, g5, чёрнымдобраться пол доям, дома» нарисуй его маршрут: b2, b3, Колобок может передвигаться только по h6, h7, g7, h8. Д a3, b4, c5, d6 ,e6, e7, f6, g6, g5, h6, h7, g7, h8 чёрным полям, нарисуй его маршрут: b2, b3, * Задание сложное № 2. Игра «Футбол» a 3, b4, c5, d6 ,e6, e7, f6, g6, g5, h6, h7, g7, h8 Translator’s comment: Kolobok (a yellow round cake) is the main character of a Russian national fairy

tale,(если the plot трудно of which подпиши is similar дорож to thatки) of “The Gin-

gerbread Man”). (Отправь мячи по адресам:

e4,a1,h8,c3,f6,b 2,g5, d7. Раскрась только

Поле для выполнения задания № 2 чёрные поля) *

Diagram for Solving Problem 2 Difficult Problem 2. Football Поле для выполнения задания № 2 (If you find the game* difficult, mark the

Поле для выполнения задания № 3 paths)Задание очень сложное № 3.

Игра «Почтальон» Send the balls to the following squares:

e4, a1, h8, c3, f6, b2, g5, d7. (Если трудно, подпиши дорожки).

ColourЗадание in only сложное dark №squares. 2. Игра «Футбол» Разнеси почту по адресам, но письма доходят

(еслиЗаданиетолько трудно на сложное белые подпиши поля: № 2. дорожИгра ки)«Футбол»

(Отправь(если трудно подпиши мячи дорож поки) адресам: с4, g7, a5, d1, f3, b8, e2, h6. e4,a1,h8,c3,f6,b2,g5,d7. Раскрась только

чёрные(Отправь поля) мячи по адресам:

e4,a1,h8,c3,f6,b2,g5,d7. Раскрась только

чёрные поля)

Diagram for Solving Problem 3 Advanced Problem 3. Post Officer

Поле для выполнения задания № 3 Задание очень сложное № 3. (If you find the game difficult, mark the Игра «Почтальон» Поле для выполнения задания № 3 paths).Задание очень сложное № 3.

Deliver(ИграЕсли mail«Почтальон»трудно to ,the подпиши following дорожки) locations.. Keep it in mind that the letters can come only to the 19 lightРазнеси(Если squares: трудно почту, подпишипо адресам, дорожки) но письма. доходят

толькос4, g7, на a5, белые d1, f3, поля: b8, e2, h6. Разнеси почту по адресам, но письма доходят

столько4, g7, aна5, белыеd1, f3, поля:b8, e2, h6.

с4, g7, a5, d1, f3, b8, e2, h6.

— 20 —

19

19 Chess Workbook

РефлексияReflecting выполнения on Problem Solving задания Что смогWhat have ЧегоWhat не have смог you КакаяWhat help have you ЧтоWhat помощь has this КомментарийComment сделатьyou сам? done by сделатьfailed to сам? do by потребоваласьneeded? дала?help given to yourself? yourself? помощь? you?

Lesson № 13 Урок № 13 Diagram for Solving Problem 1 Elementary Problem 1. Clear the Chessboard of Mines По.ле для выполнения задания № 1 Задание простое № 1. «Разминируй ШД» (игра (Playв уме the, если game трудно in your, подпиши head, but дорожки) if you find it difficult, mark the paths). Определи, на каких полях мины и отметь их на Identify the mined squares and mark them on шахматной доске: the chessboard:

OnНа theбольшой longest белой light-squared диагонали, diagonal на последней and the lastгоризонтали. rank.

OnНа theвертикали c-file and с, на the первой first rank. горизонтали. On the longest dark-squared diagonal and the На большой чёрной диагонали, на вертикали f. f-file. OnНа theцентральном central light белом square поле, on на the вертикали d-file. d. On the central dark square on the e-file. На центральном чёрном поле, на вертикали е.

Difficult Problem 2. “Dark and Light”

Try to solve this problem in your head. If you find it difficult, count using a blind Задание сложное № 2. «Белые и чёрные» chessboard. Identify Старайся colours делать of the в уме, squares если and трудно underline, считай dark по слепойones only: доске.

Определи, какого цвета поле и подчеркни только чёрные: Solve Problem 2 here. c2, g7, a3, d8, h4, b6, e5, f1. Выполнение задания № 2. c2 , g7 , a3 , d8 , h4 , b6 , e5 , f1 . — 21 —

20 Viktor Zaretskii, Amir Gilyazov

Advanced Problem 3 Hi, kids! We invite you to recall how to play Chess Battleship and play it so that you could learn to find and name the squares on the chessboard. We would like to re- mind you about the rules: each player has 6 ships. Each ship occupies a square. Three ships occupy light squares and three ships occupy dark squares. The ships can touch each other neither with their sides nor corners. The players take turns calling “shots” at each other’s ships. When shooting, you announce the name and the colour of the target square (e.g. a1, dark). If there is a ship on that square, then you sink it and get the right to shoot one more time. If you miss, then your opponent makes a move. The goal is to sink all the enemy ships. Good luck! Try to play this game without marking the paths with letters and numbers. If you find it difficult, mark the paths.

Attacking My fleet (Being Attacked)

Reflecting on Problem Solving What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 22 — Рефлексия выполнения задания Что смог Чего не смог Какая Что помощь Комментарий сделать сам? сделать сам? потребовалась дала? помощь?

Chess Workbook

MODULE: CHESS PIECES. MOVEMENT AND LAWS OF CHESS. LESSONS № 14-28.

Chess Pieces. Lesson № 14 Solve the puzzle: Fond of quiet open lines, walking any path he likes: He travels diagonals and files, and ranks he also passes by. Still, you will notice it quite quickly, that walking makes him feeling sickly. He moves one square at one go – he’s not light-legged, my dearest bro. Your answer: ...... Урок...... № . . 13...... Diagram for Solving Problem 1 Elementary Problem 1. Chess Bingo . Поле для выполнения задания № 1 (IfЗадание you findпростое the № game 1. «Разминируй difficult, mark ШД» the ( игра paths)в уме, если трудно, подпиши дорожки) IdentifyОпредели, the specifiedна каких squaresполях мины on the и chessboard отметь их на andшахматной mark them доске: with a dot:

a1, a2, a5, a6, b1, b2, b4, b7, c1, c3, c7, Наd1, большой d6, e1, белой e6, f1, диагонали, f3, f7, g1, наg2, последней g4, g7, h1, горизонтали.h2, h5, h6.

На вертикали с, на первой горизонтали.

WhatНа большой have you чёрной got? диагонали, на вертикали f.

...... На центральном белом поле, на вертикали d. На центральном чёрном поле, на вертикали е. To Problem 1: Try to answer the questions in your head. If you find it difficult, use the chessboard.

Write down the name and the colour of the square that the White King occupies in the starting position: . . . .Задание ...... сложное ...... № . . 2.. .«Белые ...... и. .чёрные» ......

Write Старайся down the делать name в уме,and theесли colour трудно of, считайthe square по слепой that the доске. Black King occupies in the starting position: Определи, какого цвета поле и подчеркни только чёрные: ...... Difficult Выполнение problem задания2. Playing № with 2. the c King2 , g (Mentally)7 , a3 , d8 , h4 , b6 , e5 , f1 . The King is on c1, which squares can it move to: ......

The King is on f5, which squares can it move to: ...... The King is on a8, which squares can it move to: ...... How many squares does the King control when20 it is in the centre of the chessboard? ...... How many squares does the King control when it is in the corner of the chessboard? ...... How many squares does the King control when it is on the rim of the chessboard? ......

— 23 — Viktor Zaretskii, Amir Gilyazov

Advanced Problem 3. Save the King from Check

TryЗадание to solve оченьthe problem сложное in №your 3. Играhead. «Спаси Use the короля chessboard от шаха» without pieces, unless you can ЗаданиеsolveЗаданиеЗадание the очень оченьproblem очень сложное сложное сложное mentally. № № № 3. 3.Use 3.Игра Игра Игра the «Спаси «Спаси pieces «Спаси unlessкороля короля короля you от от от шаха»can шаха» шаха» solve the problem using the chessboard alone. ПопробуйПопробуйПопробуйПопробуй решитьрешить решить решить вв в уме,уме, вуме, уме, еслиесли если если нене не не получится,получится, получится, получится, попробуйпопробуй попробуй попробуй сс с доскойсдоской доской доской безбез безбез фигур,фигур, фигур,фигур, если не получится, возьми фигуры. еслиеслиесли не не не получится, White:получится, получится, K b8. возьми возьми возьми фигуры. фигуры. фигуры. Black: K b1, Q b7.

Белые:Белые:Белые:Белые: Кр.Кр. Кр.Solution: Кр. bb 8.b8. 8.b 8. . . . Чёрные: Чёрные: .Чёрные: .Чёрные: . . . . .КрКр .Кр Кр. bb. 1,b1, .b1, . 1,Ф Ф .Ф .Фbb .7.b7. b.7. 7...... Решение:Решение:Решение:Решение: ………………………………………..……………………………………….. ……………………………………….. ……………………………………….. White: K b8, B b7. Black: K а5, R е8. БеБеБелые:Белые:лые:лые: Кр.Кр. Кр. Кр. bb 8,b8, 8,b C8,C C b7.b7.C b7. b7. Чёрные: Чёрные: Чёрные: Чёрные: КрКр Кр Кр а5,а5, а5, а5, ЛЛ Л е8.Ле8. е8. е8. Solution: 1) ...... 2) ...... Решение:Решение:Решение:Решение: …1)…………………………2)…………..…1)…………………………2)………….. …1)…………………………2)………….. …1)…………………………2)…………..

Белые:Белые:Белые:Белые: Кр.Кр. Кр.White: Кр.bb8,b8,8,b С8,С Сb b KС7;b7; 7;b b8, Чёрные:7;Чёрные: Чёрные: Чёрные: B b7. Кр.Кр. Кр. Кр. dd 8,d 8,Black:d8, Л8,Л Лb bЛ1,b1,b1, 1,KcKcK Kc Kcd8,66 6 6 R b1, N c6. Решение:Решение:Решение:Решение: Solution: ...... Дополнительное задание на сообразительность: «Игра с королями» ДополнительноеДополнительноеДополнительное задание Optionalзадание задание на на Trickyна сообразительность: сообразительность: сообразительность: Problem: “Kings’ « «Игра «Игра Game”Игра с с короляс короля королями»ми»ми» CanСможетСможетСможет СможетK! get лили homeли ли Кр!Кр! Кр! Кр! попастьпопасть(H)? попасть попасть How вв в Д Д вmanyД, , Д за,за ,за засколькосколько сколько movesсколько ходов? ходов?does ходов? ходов? it ЕслиЕслиneed Если Если ненеto не не сможет,make?сможет, сможет, сможет, If тото youто то почему?почему? почему? почему? think that the King cannot get home, explain why.

ПолеПолеПолеПоле длядля для для ответовответов ответов ответов Diagrams нана на на дополнительноедополнительное дополнительное дополнительное for Optional заданиезадание задание заданиеProblem «« Игра«Игра «ИграИгра сс с королякороляс короля королями»ми»ми»ми»

H H H H

Reflecting on Problem Solving

What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you? РефлексияРефлексияРефлексияРефлексия выполнениявыполнения выполнения выполнения заданиязадания задания задания ЧтоЧтоЧтоЧто сс могсмог могсмог ЧегоЧегоЧегоЧего нене не не сс могсмог могсмог КакаяКакаяКакаяКакая ЧтоЧтоЧтоЧто помощьпомощь помощь помощь КомментарКомментарКомментарКомментарийийийий сделатьсделатьсделатьсделать сам?сам? сам? сам? сделатьсделатьсделатьсделать сам?сам? сам? сам? потребоваласьпотребоваласьпотребоваласьпотребовалась дала?дала?дала?дала? помощь?помощь?помощь?помощь?

— 24 —

232323 23 Рефлексия выполнения задания Что смог Чего не смог Какая Что помощь Комментарий сделать сам? сделать сам? потребовалась дала? помощь?

Chess Workbook

Chess Pieces. Lesson № 15 Solve the puzzle:

She is a champion in Chess, she walks in giant steps.

Like a Bishop diagonally she walks, like a Rook she strides back and forth.

She moves to the left, she moves to the right, upwards and downwards. She strikes from the distance, she strikes point-blank. She has a top-two hierarchical rank. Your answer: ...... Урок...... № . . .13 ......

Diagram for Solving Problem 1 Elementary Problem 1. Chess Bingo По.ле для выполнения задания № 1 Задание простое № 1. «Разминируй ШД» (игра (If you find the game difficult, mark the в уме, если трудно, подпиши дорожки) paths)

IdentifyОпредели, the на specified каких полях squares мины on и от theметь chess их- на шахматной доске: board and mark them with a dot: a4, b1, b3, b4, c1, c2, c4, d1, d5, e1, e2, На большой белой диагонали, на последней горизонтали.e4, f1, f3, f4, g4.

На вертикали с, на первой горизонтали.

На большой чёрной диагонали, на вертикали f. What have you got? ...... На центральном белом поле, на вертикали d. На центральном чёрном поле, на вертикали е. To Problem 1: Try to answer the questions in your head. If you find it difficult, use the chessboard.

Write down the name and the colour of the square that the White Queen occupies in

the starting position: ...... Задание сложное № 2. «Белые и чёрные» Write down the name and the colour of the square that the Black Queen occupies in Старайся делать в уме, если трудно, считай по слепой доске. the starting position: ...... Определи, какого цвета поле и подчеркни только чёрные: Difficult Problem 2. Playing with the Queen (Mentally) The ВыполнениеQueen is on h8 задания (in the № corner 2. of cthe2 , chessboard), g7 , a3 , d8 which, h4 , bsquares6 , e5 ,can f1 .it move to: ...... The Queen is on e4 (in the centre of the chessboard), which squares can it move to: ...... The Queen is on c8 (on the rim of the chessboard), which squares can it move to: ...... 20 ...... How many squares does the Queen control when it is in the centre of the chessboard? ...... How many squares does the Queen control when it is in the corner of the chessboard? ...... How many squares does the Queen control when it is on the rim of the chessboard? ...... Draw a conclusion: ......

— 25 — Viktor Zaretskii, Amir Gilyazov

Advanced Problem 3. Mate-in-One Problem

Try to solve the problem in your head. Use the chessboard without pieces, unless you can solve the problem mentally. Use the pieces unless you can solve the problem using the chessboard alone.

White: K b8. Black: K b6, Q b4.

Solution: ......

Reflecting on Problem Solving What have What haveРефлексия you What выполнения help have you заданияWhat has this Comment Что смогyou done by Чегоfailed не to с могdo by Какая needed? Чтоhelp помощь given to Комментарий сделатьyourself? сам? сделатьyourself? сам? потребовалась дала? you? помощь?

Chess Pieces. Lesson № 16 Solve the puzzle:

Always walks along straight lines; never wants to step aside,

Never wanders round the squares: never does and never cares.

Therefore, I must concede that she is of a stubborn breed.

Your answer: . . . . .Урок . . . . . №. . .13 ...... Diagram for Solving Problem 1 Elementary Problem 1. Chess Bingo . Поле для выполнения задания № 1 (IfЗадание you find простое the № game 1. «Разминируй difficult, mark ШД» the ( игра paths)в уме, если трудно, подпиши дорожки) IdentifyОпредели, the specifiedна каких squaresполях мины on the и chessboard отметь их на andшахматной mark them доске: with a dot:

a1, a2, a5, a6, a7, a8, b1, b3, b5, b7, c1, Наc4, большой c8, d1, белой d7, e1, диагонали, e4, e8, f1, на f3, последней f5, f7, g1, горизонтали.g2, g5, g6, g7, g8.

На вертикали с, на первой горизонтали.

На большой чёрной диагонали, на вертикали f. What have you got? ...... На центральном белом поле, на вертикали d...... На центральном чёрном поле, на вертикали е.

— 26 —

Задание сложное № 2. «Белые и чёрные» Старайся делать в уме, если трудно, считай по слепой доске.

Определи, какого цвета поле и подчеркни только чёрные:

Выполнение задания № 2. c2 , g7 , a3 , d8 , h4 , b6 , e5 , f1 .

20 Chess Workbook

To Problem 1: Try to answer the questions in your head. If you find it difficult, use the chessboard. Write down all the squares that the White Rooks occupy in the starting position: ...... Write down all the squares that the Black Rooks occupy in the starting position: ......

Difficult Problem 2. Playing with the Rooks (Mentally) The Rook is on e4, which squares can it move to: ...... The Rook is on c8, which squares can it move to: ...... The Rook is on h8, which squares can it move to: ...... How many squares does the Rook control when it is in the centre of the chessboard? ...... How many squares does the Rook control when it is in the corner of the chessboard? ...... How many squares does the Rook control when it is on the rim of the chessboard? ...... Draw a conclusion ......

Advanced Problem 3. Mate-in-One Problem Try to solve the problem in your head. Use the chessboard without pieces, unless you can solve the problem mentally. Use the pieces unless you can solve the problem using the chessboard alone.

White: K d8. Black: K c3, R h7, R a4.

Solution: ......

Reflecting on Problem Solving What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 27 — Рефлексия выполнения задания Что смог Чего не смог Какая Что помощь Комментарий сделать сам? сделать сам? потребовалась дала? помощь?

Viktor Zaretskii, Amir Gilyazov

Chess Pieces. Lesson № 17

Solve the puzzle:

When he starts the battle standing on the light, He’ll always move along light paths in every other fight. When he joins the battle standing on the dark, He'll move along the dark-squared lines – we are wishing him good luck! Till the end of the fight, he stays true either to the dark or to the light.

Your answer: ...... Урок № 13

Diagram for Solving Problem 1 Elementary Problem 1. Chess Bingo По.ле для выполнения задания № 1 Задание простое № 1. «Разминируй ШД» (игра (Ifв уме you, если find трудно the game, подпиши difficult, дорожки) mark the paths) Определи, на каких полях мины и отметь их на Identifyшахматной the specified доске: squares on the chessboard and mark them with a dot:

Наa3, большой b3, b6, белой c3, c4, диагонали, c5, c7, d3, на последнейd8, e3, e4, горизонтали.e5, e7, f3, f6, g3.

На вертикали с, на первой горизонтали.

На большой чёрной диагонали, на вертикали f. What have you got? ...... На центральном белом поле, на вертикали d. На центральном чёрном поле, на вертикали е.

To Problem 1: Try to answer the questions in your head. If you find it difficult, use the chessboard.

Write down all the squares that the White Bishops occupy in the starting position: . . . . Задание сложное № 2. «Белые и чёрные» ...... Старайся делать в уме, если трудно, считай по слепой доске. Write down all the squares that the Black Bishops occupy in the starting position: . . . . Определи, какого цвета поле и подчеркни только чёрные:

...... Выполнение задания № 2. c2 , g7 , a3 , d8 , h4 , b6 , e5 , f1 .

Difficult Problem 2. Playing with the Bishops (Mentally)

The Bishop is on a1. Which squares does it control; what type of the Bishop is it (light-

squared or dark-squared): ...... 20 ...... The Bishop is on f3. Which squares does it control; what type of the Bishop is it (light-

squared or dark-squared): ......

— 28 — Chess Workbook

The Bishop is on g8. Which squares does it control; what type of the Bishop is it (light- squared or dark-squared): ......

The Bishop is on c7. Which squares does it control; what type of the Bishop is it (light- squared or dark-squared):

......

How many squares does the Bishop control when it is in the centre of the chessboard?

......

How many squares does the Bishop control when it is in the corner of the chessboard?

......

How many squares does the Bishop control when it is on the rim of the chessboard?. . .

Draw a conclusion: ......

Advanced Problem 3. Mate-in-One Problem

Try to solve the problem in your head. Use the chessboard without pieces, unless you can solve the problem mentally. Use the pieces unless you can solve the problem using the chessboard alone.

White: K h6, B d5, B h4 Black: K h8. White to move.

Solution: ......

Reflecting on Problem Solving What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 29 — Рефлексия выполнения задания Что смог Чего не смог Какая Что помощь Комментарий сделать сам? сделать сам? потребовалась дала? помощь?

Viktor Zaretskii, Amir Gilyazov

Chess Pieces. Lesson № 18

Solve the puzzle:

Hates all prisons, locks and keys. Leaps over squares – not one but three. His move is L-shaped, after all. He always jumps and never crawls. If he is encircled with his foes, he’ll jump them over: he has gone!

Solution: ...... Урок...... № . . .13 ......

Diagram for Solving Problem 1 Elementary Problem 1. Chess Bingo По.ле для выполнения задания № 1 Задание простое № 1. «Разминируй ШД» (игра (Ifв уме you, если find трудно the game, подпиши difficult, дорожки) mark the paths)

IdentifyОпредели, the specified на каких squares полях мины on the и chessboard отметь их на шахматной доске: and mark them with a dot:

Наa4, большой a5, a6, белой b1, b2, диагонали, b4, b6, c3, на последнейc4, c7, d8, горизонтали.e8, f7, g2, g3, g6, h1, h4, h5.

На вертикали с, на первой горизонтали.

WhatНа большой have you чёрной got? .диагонали, ...... на . .вертикали ...... f.

На центральном белом поле, на вертикали d. На центральном чёрном поле, на вертикали е.

To Problem 1: Try to answer the questions in your head. If you find it difficult, use the chessboard. Write down all the squares that the White Knights occupy in the starting position: . . . . Задание сложное № 2. «Белые и чёрные» ...... Старайся делать в уме, если трудно, считай по слепой доске. Write down all the squares that the Black Knights occupy in the starting position: . . . . Определи, какого цвета поле и подчеркни только чёрные: ...... Выполнение задания № 2. c2 , g7 , a3 , d8 , h4 , b6 , e5 , f1 . Difficult problem 2. Playing with the Knights (Mentally)

The Knight is on h8, which squares can it move to: ......

The Knight is on a3, which squares can it move to: ......

The Knight is on e4, which squares can it move20 to: ......

How many squares does the Knight control when it is in the corner of the chessboard?

......

— 30 — Chess Workbook

How many squares does the Knight control when it is on the rim of the chessboard?

......

How many squares does the Knight control when it is in the centre of the chessboard?

......

Draw a conclusion: ......

......

Advanced Problem 3. Mate-in-One Problem Try to solve the problem in your head. Use the chessboard without pieces, unless you can solve the problem mentally. Use the pieces unless you can solve the problem using the chessboard alone.

White: K g1, N g4, f6, g7. Black: K g8, h7. White to move.

Solution: ......

Reflecting on Problem Solving What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 31 — Рефлексия выполнения задания Что смог Чего не смог Какая Что помощь Комментарий сделать сам? сделать сам? потребовалась дала? помощь?

Viktor Zaretskii, Amir Gilyazov

Chess Pieces. Lesson № 19

Solve the puzzle: A tiny little soldier is standing on a line. He looks so timid and so brave, so strong and so fragile. The Marshal gives an order. The soldier joins the fight, Advancing square after square; all day and all long night. The soldier can’t move backwards, he cannot step aside. The secret hope that makes him high is to reach the other side.

Your answer: ...... Урок . . . . . №. . . 13...... Diagram for Solving Problem 1 Elementary Problem 1. Chess Bingo По.ле для выполнения задания № 1 Задание простое № 1. «Разминируй ШД» (игра (If you find the game difficult, mark the paths)в уме, если трудно, подпиши дорожки)

IdentifyОпредели, the specified на каких squares полях мины on the и chessboard отметь их на шахматной доске: and mark them with a dot:

Наb1, большой b2, c2, белой c3, c6, диагонали, d1, d5, d8, на последнейe1, e2, e3, горизонтали.e6, f1

На вертикали с, на первой горизонтали.

WhatНа большой have you чёрной got? . диагонали,...... на . . вертикали...... f.

На центральном белом поле, на вертикали d. На центральном чёрном поле, на вертикали е.

To Problem 1: Try to answer the questions in your head. If you find it difficult, use the chessboard.

Write Задание down all сложное the squares № 2. that«Белые the Whiteи чёрные» Pawns occupy in the starting position: ...... Старайся ...... делать...... в . уме,. . . . если . . . . трудно . . . . . ,. считай...... по . . слепой ...... доске......

WriteОпредели, down all какогоthe squares цвета that поле the и подчеркниBlack Pawns только occupy чёрные in the: starting position: . . . . .

...... Выполнение задания № 2. c2 , g7 , a3 , d8 , h4 , b6 , e5 , f1 .

Difficult Problem 2. Playing with the Pawns (Mentally)

The White Pawn is on c2.

Which squares can it move to: ...... Which20 squares does it control: ......

The Black Pawn is on a7.

Which squares can it move to: ...... Which squares does it control: ......

— 32 — Chess Workbook

The Black Pawn is on d5.

Which squares can it move to: ...... Which squares does it control: ......

The White Pawn is on h7.

Which squares can it move to: ...... Which squares does it control: ......

Advanced Problem 3

How many squares does the Pawn control when it is in the centre of the chessboard? . .

......

How many squares does the Pawn control when it is on the rim of the chessboard? . . .

......

How many squares does the Pawn control when it is in the corner of the chessboard?

Draw a conclusion: ......

A Black Pawn has reached the first rank. What will it do next?: ......

......

Recall how the Pawn moves; how it captures and what happens to it when it reaches the edge of the chessboard. Draw a conclusion as to how the Pawn differs from other pieces.

1) ......

2) ......

3) ......

Reflecting on Problem Solving What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 33 — Viktor Zaretskii, Amir Gilyazov

Starting Position. Lesson № 20

Elementary Problem 1 Set up White’s starting position. Do the problem mentally. If you find it difficult, use the chessboard. K ...... , Q ...... , R ...... , R ...... , B ...... , B ...... , N ...... , N ......

Pawns: ...... , ...... , ...... , ...... , ...... , ...... , ...... , ......

Difficult Problem 2 Which pieces does Black lack in the starting position? Do the problem mentally. If you find it difficult, use the chessboard. K е8, ...... , R а8, ...... , B f8, ...... , N b8, ......

Pawns: а7, ...... , ...... , ...... , е7, ...... , ...... , ......

Advanced Problem 3 Find mistakes in the starting position record.

Do the problem mentally. If you find it difficult, use the chessboard.

White: K d1, Q d8, R a1, R a8, B b1, B f1, N b8, N g1, a2, b7, c7, d2, e2, e7, g3, h2.

Reflecting on Problem Solving What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 34 — Chess Workbook

Starting Position. Lesson № 21

Elementary Problem 1 Set up Black’s starting position. Do the problem mentally. If you find it difficult, use the chessboard. K ……., Q ……., R ……., R ……., B ……., B ……., N ……., N …….

Pawns: ……., ……., ……., ……., ……., ……., ……., …….

Difficult Problem 2 Which pieces does White lack in the starting position? Do the problem mentally. If you find it difficult, use the chessboard. ……….., Q d1, ……….., R h1, B с1, B f1, ……….., ………..

Pawns: а1, b1, ……….., ……….., ……….., f1, ……….., ………..

Advanced Problem 3 Find mistakes in the starting position record. Do the problem mentally. If you find it difficult, use the chessboard.

Black: K е1, Q d8, R а8, R h1, B b8, B f8, N b8, N g1, a2, b7, c7, d2, e2, e7, g3, h2.

Reflecting on Problem Solving What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 35 — Viktor Zaretskii, Amir Gilyazov

Starting Position. Lesson № 22

Elementary Problem 1

Set up the starting position of White’s and Black’s light pieces.

Do the problem mentally. If you find it difficult, use the chessboard.

White: B………., B………., N………., N………..

Black: B………., B………., N………., N………..

Difficult Problem 2

Which pieces and pawns does Black lack in the starting position?

Do the problem mentally. If you find it difficult, use the chessboard.

……………., Q d8, ……………., R h8, B c8, …………., ………….., N g8

Pawns: …………, ……….., c7, …………, е7, ………….., …………, h7.

Advanced Problem 3

Find mistakes in the starting position record.

White: K e1, Q d8, R a8, R h8, B c1, B f8, N c1, N g1, a7, b7, c2, d7, f2, f7, g2, h3.

Reflecting on Problem Solving

What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 36 — Chess Workbook

King’s Safe Position. Castling. Lesson № 23

Elementary Problem 1 Castle short and long as White (write down your moves).

Castling short ...... Castling long ......

Difficult Problem 2. Finish the castling rules Castling is illegal: 1. If K and R have already ......

2. If there is / are ...... between K and R

3. If K is in ......

4. If K passes through ......

5. If castling results in K occupying the square ......

Advanced Problem 3. Can the Kings Castle? Which King can castle and which King cannot? Why castling is illegal for this King? Try to solve the problem in your head. Use the chessboard without pieces, unless you can solve the problem mentally. Use the pieces unless you can solve the problem using the chessboard alone. А) White: K е1, R а1, R g2, B c3. Black: K е8, R h8, B f4. Solution: ......

В) White: K е1, R h1. Black: K е8, Q h8, R a8.

Solution: ......

Reflecting on Problem Solving

What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 37 — Viktor Zaretskii, Amir Gilyazov

King’s Safe Position. Castling. Lesson № 24

Elementary Problem 1 Castle short and long as Black (write down your moves).

Castling short ...... Castling long ......

Difficult Problem 2. Finish the castling rules Castling is illegal:

1. If K and R have already ......

2. If there are pieces between ......

3. If K is in ......

4. If ...... passes through an attacked square.

5. If castling results in K occupying the square ......

Advanced Problem 3. Can the Kings Castle? Which King can castle and how? Which King cannot castle and why? Try to solve the problem in your head. Use the chessboard without pieces, unless you can solve the problem mentally. Use the pieces unless you can solve the problem using the chessboard alone. А) White: K е1, R а1. Black: K d8, Q E4, R h8.

Solution: ......

В) White: K е1, R h1, B c8. Black: K е8, R a8, B e4.

Solution: ......

Reflecting on Problem Solving

What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 38 — Chess Workbook

King’s safe position. Castling. Lesson № 25

Elementary Problem 1 Castle short and long as White and as Black (write down your moves).

Castling short ...... Castling long ......

Castling short ...... Castling long ......

Difficult Problem 2. Finish the castling rules Castling is illegal:

1. If K and R have already ......

2. If there is ...... between K and R.

3. If K is in ......

4. If K passes through ......

5. If castling results in K occupying the square ......

Advanced Problem 3. Can the Kings Castle? Which King can castle and how? Which King cannot castle and why? Try to solve the problem in your head. Use the chessboard without pieces, unless you can solve the problem mentally. Use the pieces unless you can solve the problem using the chessboard alone. А) White: K е1, R b1, N f6. Black: K е8, R h8.

Solution: ......

В) White: K е1, R а1, B b3. Black: K е8, R h8.

Solution: ...... Reflecting on Problem Solving

What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 39 — Viktor Zaretskii, Amir Gilyazov

Lesson № 26

Problems to review the material (at the teacher’s discretion)

Elementary Problem 1

Difficult Problem 2

Advanced Problem 3

Reflecting on Problem Solving

What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 40 — Chess Workbook

Lesson № 27

Problems to review the material (at the teacher’s discretion)

Elementary Problem 1

Difficult Problem 2

Advanced Problem 3

Reflecting on Problem Solving

What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 41 — Viktor Zaretskii, Amir Gilyazov

GAME ESSENCE AND POSSIBLE OUTCOMES: WINNING, LOSING, DRAWS. LESSONS № 28-30

Lesson 28. The Game’s Essence is to Checkmate the Opponent’s King

Elementary Problem 1

What is check? ......

Give an example of check: ......

......

Difficult Problem 2

List the ways to defend from check......

......

Give an example for each defense variant: ......

......

Advanced Problem 3

What is a mate? ......

How can you ascertain that there is no defense from mate? ......

......

Give an example of mate (write down pieces’ position): ......

......

Reflecting on Problem Solving

What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 42 — Chess Workbook

Lesson № 29. Game Outcomes: Winning, Losing, Draws

Elementary Problem 1

What is the difference between check and mate? ......

Give an example of the position in which the opponent’s King is in check and is checkmated: ......

What is the difference between stalemate and check? ......

What is the difference between stalemate and mate? ......

......

Difficult Problem 2

What is a draw? ......

......

Advanced Problem 3

When does the game end in a draw?

1) ......

2) ......

3) ......

4) ......

5) ......

Reflecting on Problem Solving

What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 43 — Viktor Zaretskii, Amir Gilyazov

Lesson № 30. Game Outcomes: Winning, Losing, Draws. Review

Elementary Problem 1 A player wins if: 1) he / she ...... the King.

2) he / she achieves such an advantage that the opponent declares ......

......

3) the opponent’s time allocated for his/her game ......

A draw is a game outcome when ......

......

Difficult Problem 2

1) Unless there is a sufficient number of pieces on the chessboard to checkmate

either of the players, the game ends in ......

......

2) If a position on the chessboard has repeated three times, then ......

......

3) A perpetual check is ......

......

4) The rule of fifty moves is ......

......

......

5) A stalemate is a game outcome when ......

......

......

— 44 — Chess Workbook

Advanced Problem 3

Position: White K d6, e6. Black K d8.

How will the game end if the first player to move is:

Black: ......

Prove it: ......

White: ......

Prove it: ......

Attempt to infer a rule about the King’s position at which a Pawn queens.

......

......

......

Reflecting on Problem Solving

What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 45 — Viktor Zaretskii, Amir Gilyazov

MODULE: CHESS PIECE VALUE. LESSONS № 31-32

Lesson № 31

Elementary Problem 1

Recall and write down the chess piece value:

K (King) – Q (Queen) – R (Rook) – B (Bishop) – N (Knight) – p (pawn) –

Place the pieces in ascending order of their chess piece value: N, R, p, Q, B.

WEAKEST ______STRONGEST

Difficult Problem 2

Do the facts:

Q + N + p = . . . R+ B + p = . . . Q + R + R = . . . N + N + R = . . . B + B + Q = . . . Q + Q + R = . . .

Advanced Problem 3

Insert the right pieces so that the equations are correct:

9 + 3 + 5 = Q + . . . + R B + N + . . . + p = 3 + 3 + 9 + 1 5 + 5 + 3 +1 = … + R + N + . . . Q + R + . . + p = 9 + 5 + 3 +

Reflecting on Problem Solving

What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 46 — Chess Workbook

Lesson № 32

Elementary Problem 1

Recall the chess piece value and connect the pairs:

K 5 pawns B 3 pawns R 1 pawn N 9 pawns p 3 pawns Q invaluable Place the pieces in ascending order of their chess piece value: N, R, p, Q, B.

WEAKEST ______STRONGEST

Difficult Problem 2 Do the facts:

B + N + p = . . . . Q+ N + p = . . . N + R + R = . . . N + Q + R = . . . B + B + Q = . . . Q + Q + B = . . .

Advanced Problem 3 Insert the right pieces so that the equations are correct:

3 + 3 + 5 = B + . . . + R R + N + . . . + p = 5 + 3 + 9 + 1 9 + 5 + 3 +1 = … + R + N + . . . Q + B + . . + p = 9 + 3 + 3 + 1

Reflecting on Problem Solving

What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 47 — Viktor Zaretskii, Amir Gilyazov

MODULE: CHESS POSITION. LESSONS № 33-34

Lesson № 33. Analyzing, Evaluating, Memorizing Chess Position

Recommendation for Teacher. In order for the students to analyze, evaluate and memorize the position, the teacher arranges positions of three types on a display chess- board: elementary (4-7 pieces); difficult (8-14 pieces); advanced (exceeding 15 pieces). Then, the teacher turns the display chessboard upside down or covers it, and invites the students to reproduce the position on their chessboards or to write the position down by means of chess notation.

Difficulty level Evaluation of performance Mistakes and ways to eliminate them

Elementary Problem 1

Elementary Problem 2

Difficult Problem 3

Difficult Problem 4

Advanced Problem 5

Advanced Problem 6

Reflecting on Problem Solving

What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 48 — Chess Workbook

Lesson № 34. Analyzing, Evaluating, Memorizing Chess Position

Recommendation for Teacher. In order for the students to analyze, evaluate and memorize the position, the teacher gives them individual assignments of three types depending on the students’ performance during the previous lesson: elemen- tary (4-7 pieces); difficult (8-14 pieces); advanced (exceeding 15 pieces). The students memorize the position and then reproduce it on their chessboards or write it down using chess notation.

Difficulty level Evaluation of performance Mistakes and ways to eliminate them

Elementary Problem 1

Elementary Problem 2

Difficult Problem 3

Difficult Problem 4

Advanced Problem 5

Advanced Problem 6

Reflecting on Problem Solving

What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 49 — Viktor Zaretskii, Amir Gilyazov

MODULE: GAME STAGES: OPENING, MIDDLEGAME, ENDGAME. LESSONS № 35-37

Lesson № 35. Chess Opening Basics

Game stages:

The opening is ......

The middlegame is ......

The endgame is ......

Elementary Problem 1

Finish the opening rules:

1. Develop ...... pieces: ......

2. Capture ......

3. Perform ...... as soon as possible.

4. Don’t play your ...... too soon.

5. Don’t move the same ...... twice.

6. Don’t play the edge ......

Difficult Problem 2

Exercise your pieces

Try to solve the problem in your head. Use the chessboard without pieces, unless you can solve the problem mentally. Use the pieces unless you can solve the problem us- ing the chessboard alone.

White: Black:

1. е2 – е4 1 ......

2. N g1 – f3 2......

3. B f1 – c4 3......

4. 0-0 4. 0-0 ......

5. N b1 – c3 ...... 5......

6. d2 – d3 6......

— 50 — Chess Workbook

Advanced Problem 3

Analyze each move in the opening.

Write “!” if the move is good, and “?” if it is poor. Try to solve the problem in your head. Use the chessboard without pieces, unless you can solve the problem men- tally. Use the pieces unless you can solve the problem using the chessboard alone.

White: Black:

1. е2 – е4 ...... 1. e7 – e5 ......

2. a2 – a4 ...... 2. N q8 – f6 ......

3. N g1 – f3 ...... 3. h7 – h5 ......

4. Q d1 – g4 ...... 4. B f8 – c5 ......

5. B f1 – c4 ...... 5. b7 – b5 ......

6. g2 – g4 ...... 6. g7– g5 ......

7. 0-0 ...... 7. 0-0 ......

Reflecting on Problem Solving

What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 51 — Viktor Zaretskii, Amir Gilyazov

Lesson № 36. Chess Opening Basics

Elementary Problem 1

Finish the chess opening rules:

1...... light pieces: ......

2. Capture ......

3...... play your Queen.

4. Don’t move the same piece......

5. Castle ......

6. Try to threaten ...... with your moves.

7. Don’t blunder and don’t sacrifice ......

8. Look for weaknesses in the move ...... Pay attention to the opponent’s ......

Difficult Problem 2

Exercise your pieces

Try to solve the problem in your head. Use the chessboard without pieces, unless you can solve the problem mentally. Use the pieces unless you can solve the problem us- ing the chessboard alone.

White: Black:

1...... e7 – e5......

2...... N g8 – f6......

3...... B f8 – c5......

4. 0-0 ...... 0-0......

5...... d7 – d6......

6...... N b8 – c6......

— 52 — Chess Workbook

Advanced Problem 3

Analyze each move in the opening.

Write “!” if the move is good, and “?” if it is poor. Try to solve the problem in your head. Use the chessboard without pieces, unless you can solve the problem men- tally. Use the pieces unless you can solve the problem using the chessboard alone.

White: Black:

1. а2 – а4...... e 7 – e 5......

2. R а1 – а3...... B f8:а3......

3. b2:а3...... h7– h5......

4. е2 – е4...... N g8 – f6......

5. d2 – d3...... N b8 – c6......

6. N g1 – f3...... g7– g5......

7. 0-0...... 0-0......

Reflecting on Problem Solving

What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 53 — Viktor Zaretskii, Amir Gilyazov

Lesson № 37. Chess Opening Basics

Elementary Problem 1

Finish the opening rules:

1. Capture ......

2. Develop ......

3. Perform ......

4. Don’t move ......

5. Don’t ...... too soon.

6. Try to threaten your opponent ......

7. Don’t ...... and don’t sacrifice your pieces.

8. Look for weaknesses in ......

Difficult Problem 2

Exercise your pieces

Try to solve the problem in your head. Use the chessboard without pieces, unless you can solve the problem mentally. Use the pieces unless you can solve the problem us- ing the chessboard alone.

White: Black:

1. е2 – е4...... 1......

2...... 2. N g8 – f6......

3. B f1 – c4...... 3......

4...... 4. 0-0......

5. N b1 – c3...... 5......

6...... 6. N b8 – c6......

— 54 — Chess Workbook

Advanced Problem 3

Analyze each move in the opening.

Write “!” if the move is good, and “?” if it is poor. Try to solve the problem in your head. Use the chessboard without pieces, unless you can solve the problem men- tally. Use the pieces unless you can solve the problem using the chessboard alone.

White: Black:

1. e2 – e4...... 1. e7 – e5......

2. b2 – b4...... 2. N g8 – f6......

3. h2 – h3...... 3. h7 – h5......

4. d2 – d4...... 4. d7 – d6......

5. B f1 – c4...... 5. B f8 – c5......

6. N g1 – f3...... 6. 0-0......

7. 0-0...... 7. g7 – g5......

Reflecting on Problem Solving

What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 55 — Viktor Zaretskii, Amir Gilyazov

MODULE: SOLVING MATE-IN-ONE PROBLEMS. LESSONS № 38-60

In this section, you will find problems from the following chess puzzle books: S. D. Ivashchenko’s “Chess Combinations Book” [“Sbornik Shakhmatnykh Kombinat- siy]; M. V. Blokh’s “Grandmaster’s Advice” [“Nastavleniya grossmeistera”]; I. L. Slavin “Chess Textbook. Volume 1” [“Uchebnik-zadachnik shakhmat. Kniga 1”]; I. Maiselis “Chess” [“Shakhmaty”]. If you face the need to include other chess problems in addition to those that are provided in this Workbook, we advise you to use the problems from the aforementioned books.

Let us clarify the differences in the difficulty levels:

• Elementary problems include few pieces and have an apparent solution. Any elementary problem can be solved in one’s head (solving problems mentally is, of course, a challenging task).

• Difficult problems involve interaction between pieces (a piece is defending another piece or a piece is interposed between the piece to be defended and the opposing one) and some tactics (connection, discovered check, double check).

• Advanced problems include a large number of pieces and possibility to solve the problem both as Black and as White. The skill of taking the opponent’s perspective is very important in Chess. From the psychological perspective, this skill means that the person is capable of taking the other person’s perspective, and that the person is capable of critical thinking and reflection. These chess problems represent “a bridge” to the Year-2 training.

In order to make assignments more challenging, the teacher may invite students to memorize the position; cover it with a sheet of paper and solve mentally. This exercise is well suited for pair work.

— 56 — Chess Workbook

Lesson № 38. Mate-in-One

Mate-in-One Chess Problem Elementary Difficult Advanced Queen Movement: To be solved when: Ivashchenko 1-3 White to move. (has two solutions Black to move. without a pawn) Ivashchenko 1–18 Ivashchenko 1-89

White to move White to move Solution ______Solution ______Solution 1 ______

Solution 2 ______

Reflecting on Problem Solving

What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 57 — Viktor Zaretskii, Amir Gilyazov

Lesson № 39. Mate-in-One

Mate-in-One Chess Problem Elementary Difficult Advanced Ivashchenko 1-6 (the White Bishop may be replaced with the other To be solved when: Queen, and the Black Rook White to move. may be removed unless Black to move. children have a good working knowledge of these pieces Ivashchenko 1–30 Blokh 30

White to move White to move Solution ______Solution ______Solution 1 ______

Solution 2 ______

Reflecting on Problem Solving What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself?? yourself? you?

— 58 — Chess Workbook

Lesson № 40. Mate-in-One

Mate-in-One Chess Problem Elementary Difficult Advanced

Ivashchenko 1-54 To be solved when: (the White Bishop may be White to move. replaced with the other Black to move. Queen; the Black Pawn may be removed) Ivashchenko 1–44 Blokh 35

White to move White to move Solution ______Solution ______Solution 1 ______

Solution 2 ______

Reflecting on Problem Solving What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself?? yourself? you?

— 59 — Viktor Zaretskii, Amir Gilyazov

Lesson № 41. Mate-in-One

Mate-in-One Chess Problem Elementary Difficult Advanced To be solved when: White to move. Black to move.

Ivashchenko 1–10 Ivashchenko 1–99 Blokh 29

White to move White to move Solution ______Solution ______Solution 1 ______

Solution 2 ______

Reflecting on Problem Solving What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself?? yourself? you?

— 60 — Chess Workbook

Lesson № 42. Mate-in-One

Mate-in-One Chess Problem Elementary Difficult Advanced To be solved when: White to move. Black to move.

Slavin А-9 Ivashchenko 1–52 Blokh 32

White to move White to move Solution ______Solution ______Solution 1 ______

Solution 2 ______

Reflecting on Problem Solving What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 61 — Viktor Zaretskii, Amir Gilyazov

Lesson № 43. Mate-in-One

Mate-in-One Chess Problem Elementary Difficult Advanced To be solved when: White to move. Black to move.

Blokh 3 (Black to move, Ivashchenko 1–17 Ivashchenko 1–80 mate in two)

White to move Black to move Solution ______Solution ______Solution 1 ______

Solution 2 ______

Reflecting on Problem Solving What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself?? yourself? you?

— 62 — Chess Workbook

Lesson № 44. Mate-in-One

Mate-in-One Chess Problem Elementary Difficult Advanced

To be solved when: White to move. Black to move.

Ivashchenko 1–29 Ivashchenko 1–82 Blokh 38

White to move Black to move Solution ______Solution ______Solution 1 ______

Solution 2 ______

Reflecting on Problem Solving What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 63 — Viktor Zaretskii, Amir Gilyazov

Lesson № 45. Mate-in-One

Mate-in-One Chess Problem Elementary Difficult Advanced Ivashchenko 1–1 Ivashchenko 1–91

White to move Black to move White to move Solution ______Solution ______Solution 1 ______

Solution 2 ______

Solution 3 ______

Solution 4 ______

Reflecting on Problem Solving What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 64 — Chess Workbook

Lesson № 46. Mate-in-One

Mate-in-One Chess Problem Elementary Difficult Advanced

Find as many mate-in-one variants as possible. The Babson Task (Maiselis I., Ivashchenko 1–2 Ivashchenko 1–104 Shakhmaty. 1960. P. 19)

White to move White to move Joke Problem Solution ______Solution ______

The Babson Task solution ______

Reflecting on Problem Solving What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 65 — Viktor Zaretskii, Amir Gilyazov

Lesson № 47. Mate-in-One

Mate-in-One Chess Problem Elementary Difficult Advanced

Joke problem: Find a move that does not end in mate as White and as Black. Slavin А-2 Ivashchenko 1–109 (Maiselis I., 1960, P. 24)

White to move White to move Solution ______Solution ______Solution ______

Reflecting on Problem Solving What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 66 — Chess Workbook

Lesson № 48. Mate-in-One

Mate-in-One Chess Problem Elementary Difficult Advanced

Ivashchenko 1–5 Ivashchenko 1–110 At the teacher’s discretion

White to move White to move Solution ______Solution ______

Reflecting on Problem Solving What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 67 — Viktor Zaretskii, Amir Gilyazov

Lesson № 49. Mate-in-One

Mate-in-One Chess Problem Elementary Difficult Advanced Ivashchenko 1–9 Ivashchenko 1–111 At the teacher’s discretion

White to move White to move Solution ______Solution ______

Reflecting on Problem Solving What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 68 — Chess Workbook

Lesson № 50. Mate-in-One

Mate-in-One Chess Problem Elementary Difficult Advanced Ivashchenko 1–4 Ivashchenko 1–112 At the teacher’s discretion

White to move White to move Solution ______Solution ______

Reflecting on Problem Solving What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 69 — Viktor Zaretskii, Amir Gilyazov

Lesson № 51. Mate-in-One

Mate-in-One Chess Problem Elementary Difficult Advanced Ivashchenko 1–23 Ivashchenko 1–113 At the teacher’s discretion

White to move White to move Solution ______Solution ______

Reflecting on Problem Solving What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 70 — Chess Workbook

Lesson № 52. Mate-in-One

Mate-in-One Chess Problem Elementary Difficult Advanced Slavin А–21 Ivashchenko 1–122 At the teacher’s discretion

White to move White to move Solution ______Solution ______

Reflecting on Problem Solving What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 71 — Viktor Zaretskii, Amir Gilyazov

Lesson № 53. Mate-in-One

Mate-in-One Chess Problem Elementary Difficult Advanced Ivashchenko 1–24 Ivashchenko 1–123 At the teacher’s discretion

White to move White to move Solution ______Solution ______

Reflecting on Problem Solving What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 72 — Chess Workbook

Lesson № 54. Mate-in-One

Mate-in-One Chess Problem Elementary Difficult Advanced Ivashchenko 1–19 Ivashchenko 1–128 At the teacher’s discretion

White to move White to move Solution ______Solution ______

Reflecting on Problem Solving What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 73 — Viktor Zaretskii, Amir Gilyazov

Lesson № 55. Mate-in-One

Mate-in-One Chess Problem Elementary Difficult Advanced Ivashchenko 1–20 Ivashchenko 1–129 At the teacher’s discretion

White to move White to move Solution ______Solution ______

Reflecting on Problem Solving What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 74 — Chess Workbook

Lesson № 56. Mate-in-One

Mate-in-One Chess Problem Elementary Difficult Advanced Ivashchenko 1–27 Ivashchenko 1–130 At the teacher’s discretion

White to move White to move Solution ______Solution ______

Reflecting on Problem Solving What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 75 — Viktor Zaretskii, Amir Gilyazov

Lesson № 57. Mate-in-One

Mate-in-One Chess Problem Elementary Difficult Advanced Slavin А-14 Ivashchenko 1–131 At the teacher’s discretion

White to move White to move Solution ______Solution ______

Reflecting on Problem Solving What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 76 — Chess Workbook

Lesson № 58. Mate-in-One

Mate-in-One Chess Problem Elementary Difficult Advanced Slavin А-18 Ivashchenko 1–133 At the teacher’s discretion

White to move White to move Solution ______Solution ______

Reflecting on Problem Solving What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 77 — Viktor Zaretskii, Amir Gilyazov

Lesson № 59. Mate-in-One

Mate-in-One Chess Problem Elementary Difficult Advanced Ivashchenko 1–28 Ivashchenko 1–142 At the teacher’s discretion

White to move White to move Solution ______Solution ______

Reflecting on Problem Solving What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 78 — Chess Workbook

Lesson № 60. Mate-in-One

Mate-in-One Chess Problem Elementary Difficult Advanced Ivashchenko 1–31 Ivashchenko 1–150 At the teacher’s discretion

White to move Black to move Solution ______Solution ______

Reflecting on Problem Solving What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 79 — Viktor Zaretskii, Amir Gilyazov

Lesson № 61. Mate-in-One

Mate-in-One Chess Problem Elementary Difficult Advanced Ivashchenko 1–39 Slavin А–47 At the teacher’s discretion

White to move White to move Solution ______Solution ______

Reflecting on Problem Solving What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 80 — Chess Workbook

Lesson № 62. Mate-in-One

Mate-in-One Chess Problem Elementary Difficult Advanced Ivashchenko 1–67 Slavin А–51 At the teacher’s discretion

White to move White to move Solution ______Solution ______

Reflecting on Problem Solving What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 81 — Viktor Zaretskii, Amir Gilyazov

Lesson № 63. Reflecting on Chess Training

1. Which goals have you set for yourself at the beginning of the chess training? ______

2. Have you accomplished these goals? What have you managed to accomplish? What have you failed to accomplish? ______

3. What has been your main challenge in the training? ______

4. What has been most interesting for you? ______

5. What would you like to do the next year? ______

— 82 — Chess Workbook

6. Do you like to play chess? Do you play chess with someone outside your school? ______

7. Have you improved your chess play? ______

8. Do you find chess training helpful as far as learning other school subjects is concerned? ______

9. Do you find chess training helpful as far as your life in general is concerned? ______

10. Do your parents believe that the chess training has been useful for you? ______

— 83 — Viktor Zaretskii, Amir Gilyazov

Additional Assignments

Mate-in-One Chess Problem Elementary Difficult Advanced Mate in one Mate in two The ending of the endgame The ending of the endgame study by D. Gurgenidze study by D. Gurgenidze (1975) (E-Resource “Chess (1975) (E-Resource “Chess Ivashchenko 1–21 Combinations”) Combinations”)

White to move White to move White to move 1. 2.

Mate in one The ending of the endgame Mate in two study by A. Troitsky A. Petrov, 1864. (1924) (E-Resource “Chess Ivashchenko 1–22 Combinations”) (I. Maiselis , 1960, P.378

White to move White to move White to move 1. 2.

— 84 — Chess Workbook

Mate in two S. Loyd, 1878, I. Maiselis, 1960, P.378 W. Holzhausen, 1985. Slavin А–35 Position (I. Maiselis , 1960, P.163)

White to move White to move White to move 1. 2.

Mate in one Mate in two V. Zaretskii – I. Kanev M. Havel, 1990. Slavin А–36 (2015) (I. Maiselis , 1960, P.378)

White to move White to move White to move 1. 2.

Reflecting on Problem Solving What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 85 — Viktor Zaretskii, Amir Gilyazov

MODULE: PLAYING LESSONS

GAME 1 GAME 2 GAME 1 GAME 2 White’s moves Black’s moves White’s moves Black’s moves 1. 16.

2. 17.

3. 18.

4. 19.

5. 20.

6. 21.

7. 22.

8. 23.

9. 24.

10 25.

11. 26.

12. 27.

13. 28.

14. 29.

15. 30.

Reflecting on Problem Solving What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 86 — Chess Workbook

MODULE: PLAYING LESSONS

GAME 3 GAME 4 White’s moves Black’s moves White’s moves Black’s moves 1. 16.

2. 17.

3. 18.

4. 19.

5. 20.

6. 21.

7. 22.

8. 23.

9. 24.

10 25.

11. 26.

12. 27.

13. 28.

14. 29.

15. 30.

Reflecting on Problem Solving What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 87 — Viktor Zaretskii, Amir Gilyazov

MODULE: PLAYING LESSONS

GAME 5 GAME 6 White’s moves Black’s moves White’s moves Black’s moves 1. 16.

2. 17.

3. 18.

4. 19.

5. 20.

6. 21.

7. 22.

8. 23.

9. 24.

10 25.

11. 26.

12. 27.

13. 28.

14. 29.

15. 30.

Reflecting on Problem Solving What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 88 — Chess Workbook

MODULE: PLAYING LESSONS

GAME 7 GAME 8 White’s moves Black’s moves White’s moves Black’s moves 1. 16.

2. 17.

3. 18.

4. 19.

5. 20.

6. 21.

7. 22.

8. 23.

9. 24.

10 25.

11. 26.

12. 27.

13. 28.

14. 29.

15. 30.

Reflecting on Problem Solving What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 89 — Viktor Zaretskii, Amir Gilyazov

MODULE: PLAYING LESSONS

GAME 9 GAME 10 White’s moves Black’s moves White’s moves Black’s moves 1. 16.

2. 17.

3. 18.

4. 19.

5. 20.

6. 21.

7. 22.

8. 23.

9. 24.

10 25.

11. 26.

12. 27.

13. 28.

14. 29.

15. 30.

Reflecting on Problem Solving What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 90 — Chess Workbook

MODULE: PLAYING LESSONS

GAME 11 GAME 12 White’s moves Black’s moves White’s moves Black’s moves 1. 16.

2. 17.

3. 18.

4. 19.

5. 20.

6. 21.

7. 22.

8. 23.

9. 24.

10 25.

11. 26.

12. 27.

13. 28.

14. 29.

15. 30.

Reflecting on Problem Solving What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 91 — Viktor Zaretskii, Amir Gilyazov

MODULE: PLAYING LESSONS

GAME 13 GAME 14 White’s moves Black’s moves White’s moves Black’s moves 1. 16.

2. 17.

3. 18.

4. 19.

5. 20.

6. 21.

7. 22.

8. 23.

9. 24.

10 25.

11. 26.

12. 27.

13. 28.

14. 29.

15. 30.

Reflecting on Problem Solving What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 92 — Chess Workbook

MODULE: PLAYING LESSONS

GAME 15 GAME 16 White’s moves Black’s moves White’s moves Black’s moves 1. 16.

2. 17.

3. 18.

4. 19.

5. 20.

6. 21.

7. 22.

8. 23.

9. 24.

10 25.

11. 26.

12. 27.

13. 28.

14. 29.

15. 30.

Reflecting on Problem Solving What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 93 — Viktor Zaretskii, Amir Gilyazov

MODULE: PLAYING LESSONS

GAME 17 GAME 18 White’s moves Black’s moves White’s moves Black’s moves 1. 16.

2. 17.

3. 18.

4. 19.

5. 20.

6. 21.

7. 22.

8. 23.

9. 24.

10 25.

11. 26.

12. 27.

13. 28.

14. 29.

15. 30.

Reflecting on Problem Solving What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 94 — Chess Workbook

MODULE: PLAYING LESSONS

GAME 19 GAME 20 White’s moves Black’s moves White’s moves Black’s moves 1. 16.

2. 17.

3. 18.

4. 19.

5. 20.

6. 21.

7. 22.

8. 23.

9. 24.

10 25.

11. 26.

12. 27.

13. 28.

14. 29.

15. 30.

Reflecting on Problem Solving What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 95 — Viktor Zaretskii, Amir Gilyazov

MODULE: PLAYING LESSONS

GAME 21 GAME 22 White’s moves Black’s moves White’s moves Black’s moves 1. 16.

2. 17.

3. 18.

4. 19.

5. 20.

6. 21.

7. 22.

8. 23.

9. 24.

10 25.

11. 26.

12. 27.

13. 28.

14. 29.

15. 30.

Reflecting on Problem Solving What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 96 — Chess Workbook

MODULE: PLAYING LESSONS

GAME 23 GAME 24 White’s moves Black’s moves White’s moves Black’s moves 1. 16.

2. 17.

3. 18.

4. 19.

5. 20.

6. 21.

7. 22.

8. 23.

9. 24.

10 25.

11. 26.

12. 27.

13. 28.

14. 29.

15. 30.

Reflecting on Problem Solving What have What have you What help have you What has this Comment you done by failed to do by needed? help given to yourself? yourself? you?

— 97 — Viktor Zaretskii, Amir Gilyazov

FINAL ASSESSMENT RESULTS

— 98 — Chess Workbook

Lesson № 64. Final Reflection

What are the main results for this year? What have you achieved? What do you have to achieve (yet)?

— 99 — Viktor Zaretskii, Amir Gilyazov

Final Reflection

What was your greatest challenge? What was most interesting?

— 100 — Chess Workbook

Final Reflection

What will be your main goal the next year? What would you like to work on? What would you like to achieve?

Good luck to you in your new academic year!

— 101 — Viktor Zaretskii, Amir Gilyazov

Chess for Overall Development Software

Dear Teacher! If you have acquired the Chess for Overall Development book set and plan to teach Chess according to the COD method, you may use the software version of the COD method (the Chess for Overall Development Software) in your work with students. As an owner of the COD book set, you may create an account and sign in on the COD website, http://chess- od.com. Then, you will be able to set up your class and ensure access to the software to every student in your classroom. What are the advantages of using the software? 1. The software enables the teacher to quickly and accurately identify which prob- lems of which difficulty level are feasible for the students at any given moment of the training. 2. The software enables the student to proceed within his/her zone of proximal de- velopment without forcing this process and without getting stuck on the prob- lems that the student can easily manage by him/herself. 3. The software models working with a chessboard and makes it possible to use material tools when the student encounters difficulties while doing problems at the initial stages of learning. 4. All the software assignments follow the logic of the method aiming at the devel- opment of the ability to perform mentally. The problems switch from simple to more challenging, that is, from elementary problems for identifying a square’s location and colour to solving challenging mate-in-two problems in one’s head. At each level, the students can learn an action on the material plane, and later on, their involvement in working on the ideal plane gets gradually increased (i.e. the action on the material plane is gradually translated to the ideal plane, one com- ponent after another). During the last level, the child solves every problem purely in his/her head without using a chessboard. 5. At each stage, the student does problems of various difficulty levels, proceeding gradually to accomplishment of the main goal of the training course – namely, to developing the ability to make a mental move visualizing the position, under- standing its meaning, analyzing and arriving at one or several solutions men- tally. 6. When working on mate-in-two problems, the actions relating to analysis and search for solutions become more challenging as the learner needs to mentally play in his/her opponent’s place, hence arriving at options to defend from checkmate, and to keep in mind variants of changes in the position after the first move. Using the software facilitates the training process. It makes the training process more interesting for students; helps the teacher to monitor the dynamics of the development of the ability to perform mentally, and informs the teacher what help his/her students need specifi- cally. Thus, the teacher is supported in fulfilling his/her main objective of providing every child with one-to-one help when working on the COD problems. The software training stages correspond to the stages of developing the ability to perform mentally: Stage 1 – Identifying a square on the chessboard. Stage 2 – Identifying a line from the background of the chessboard. Stage 3 – Perceiving the chessboard as a whole, and identifying a combination of squares from “the background” of the chessboard.

— 102 — Chess Workbook

Stage 4 – An ability to visualize a simple position and make a deliberate move that re- quires the ability to analyze the position and to find squares where relevant paths intersect. Stage 5 – Perceiving the position and any changes in it resulting from a mental move as a whole (“mate-in-one” problems). Stage 6 – Perceiving the position and any changes in it resulting from a mental move as a whole, and being able to act mentally in the alternated position (advanced “mate-in- one” problems involving alternative variants of moves and defenses, and the mate-in-two problems). A unique feature of this software is its interactive interface, that is, the software inter- acts with the child who is working on a problem. Depending on the student’s choices and actions, the software offers the student rel- evant help or specific types of working tasks in line with the principles and stages of develop- ing the ability to perform mentally embedded in the method. The software may never replace the teacher’s personal work with the child. However, it may help the teacher to arrange for students’ simultaneous independent work at some point in the classroom; to divide his/her attention among children and to ensure each child’s progress within his/her zone of proximal development. The software is designed for use in an ICT room where all the computers have an ac- cess to the Internet. The teacher can monitor the way a student was working on a problem; which difficulties he/she faced; and in which manner he/she was overcoming them. Building on this information, the teacher can prepare problems for the student for the next lesson. The teacher can also use the saved information to involve the child in the joint activ- ity of reflecting on the child’s autonomous performance; discussing challenges that the child faced, and building the intention for the next learning stage. The Chess for Overall Development Software is innovative and has no competitors at the time. As we are still working to improve the software, we will be happy if you share your feedback as users. Therefore, we invite you to answer the following questions: 1. Is the product convenient to use? 2. Are the user directions clear and complete enough? 3. What challenges have you faced when using the software as a student and as a teacher? 4. Is the number of problems provided sufficient for learning? If you think that some- thing is lacking, please specify what. 5. Do you think learners get sufficient help? Are there more helping tools needed? 6. If you have any suggestions that may help us to improve the software, please, feel free to share them with us. Please fill out the feedback form on http://chess-od.com to respond to these questions, or write a letter to the software developers to [email protected].

We hope that you, as a teacher, will find the Chess for Overall Development Software most useful, and that your students will enjoy the evolving processes of self-definition and self-development while working with it!

— 103 — V. K. Zaretskii, A. M. Gilyazov

CHESS FOR OVERALL DEVELOPMENT CHESS WORKBOOK www.chess-for-life.com www.chess-od.com

Published by Reichl Verlag, St. Goar Special Edition: 100 Copies for the ISCAR Congress in Quebec, Aug. 2017

Distribution: For Russia and other GUS-Countries: Otto Reichl Moscow E-mail: [email protected]

For all other countries: Reichl Verlag, Auf dem Haehnchen 32, 56329 St. Goar, Germany Tel. 0049-6741-1720 E-mail: [email protected] www.reichl-verlag.de

ISBN 978-3-87667-441-4