Currency
Language
Toggle Nav
Call +49 2501 9288 320

We are pleased to assist you!

Free Shipping

From within Germany from 50 €

My Cart My Cart
Article Number
LLALBCCC02

Comprehensive Chess Course - Volume II 2

304 pages, paperback, Chess Info&Research, 4. edition 2001, first edition 1986

From the series »Comprehensive Chess Course Series«

€20.95
Incl. Tax, excl. Shipping Cost
Discontinued
"The work adopts methods of teaching prevalent in the Soviet Union and Europe, and rather badly needed in this country as an alternative to the catch-as-catch-can way of learning that is prevalent here.
Comprehensive Chess Course is a true chess course of the sort that would be formally offered in school. It is designed for a chess coach or teacher. - Harold Dondis, The Boston Globe

Books Help to Turn Novices into Masters - Orlando Sentinel

"Thanks to Lev's Course, my chess was on the right track from the very beginning." - John Viloria, World Under-10 Champion

"Quite simply, the best and most entertaining introduction to chess ever written!" - Grandmaster Maxim Dlugy (Former President, U.S. Chess Federation, 1990-93)


VOLUME II: AN INTRODUCTION
Welcome to Volume II, the second level, of our Comprehensive Chess Course. It is aimed at those students who have completed and mastered the lessons in Volume I. In addition to numerous corrections and alterations to this, the third edition, a new chapter has been added, "Moving On to Expert and Master." It addresses the conof many readers who want a guide for consolidating the progress made during the study of volumes I and II and concrete suggestions for advancing toward expert and master.

TEACHING INTERMEDIATE PLAYERS
Although Volume II is designed for players who are familiar with the main rules of play set forth in Volume I, teachers are advised to review these rules during the first lesson of the incourse. There are always a few players who do not know them thoroughly. Also during the first lesson, students will be introduced to the triple repetition and 50-move rules, which means that they will now know all the rules of chess play.
Experience has shown that the following lesson plan works well for intermediate level students:
1. Iron out difficulties, if any, in the homework assignments.
2. Review previously studied material.
3. Introduce and explain new subject matter.
4. Assign homework for the next lesson.
5. Supervise practice games, a portion of the lesson that should occupy half the time of the total lesson.
When discussing homework from the previous lesson, the teacher should consider not only questions asked by the students but also what he deems to be particularly inor instructive points in the assignRelevant positions should be set up on a demonstration board, and a student who has answered a given question correctly in the homework assignment ought to be asked to explain the solution to the entire class.
The next step in the lesson is to review previously studied materials, with special attention being given to mastery of the chessboard. Each chapter or lesson contains several review questions of varying difficulty. In most instances, the teacher should select three or four of these questions with which to drill the class. Direct the easier questions to weaker students (gradually leading up to more difficult exercises) and the tougher questions to the stronger students. The point behind this drill is not to stump students but to stimulate their thinking and, in the process, to activate their knowledge.
Following the review segment, new material should be presented. If during the introduction and explanation of this material, the students appear tired and begin to lose their concentration, then it is advisable to break off the theoretical portion of the lesson as soon as possible. Hand out homework assignments for the next lesson and begin the practical or game-playing portion of the lesson. (Course material that still remains to be explained can, if possible, be included in the homework assignment or be introduced at the next class session. Teachers must be certain that students assimilate the material even if it requires extra meetings for review purposes. It may happen, for example, that 12 class sessions are insufficient to cover the 12 lessons in Volume II. Frequently, coaches extend the number of classes to 15 or 16.)
Beginners are attracted to chess primarily as a game, and some of them have little patience for studying. Teachers need to convince students that the more they know about chess, the better they will play it and the greater they will enjoy it.
As already noted in the Introduction to Volume I, each student should be provided with a separate board and set so that he can follow the teacher's explanations during the theoretical portions of the lesson. The same goes for copies of Comprehensive Chess Course. If each student has his own copy, then the teacher's task will be both easier and less timeconsuming. If that proves impossible, then teachers will have to make copies of homework assignments and distribute them along with solutions to the questions. We believe that students should not spend vast amounts of time trying to solve various problems. Five or ten
minutes on an individual question is enough. Students should then consult the solution and endeavor to reason it out.
At the end of each lesson in Volume II, teachers will notice a section of supplementary material, which they may wish to incorporate into the lessons or use for class contests. For readers studying on their own, we suggest that they set up the positions on a board, devote no more than five to 10 minutes to any given position, consult the answers and discover the whys and wherefores. The benefits of this kind of independent work are considerable. About selfstudy, more a bit later.
If Volume II contains a huge amount of material (illustrated by nearly 800 diagrams!), the student can nonetheless master it successfully. Decades of experience in the former Soviet Union proved that anyone willing to work hard can reach advanced levels of play. The great Emanuel Lasker, for example, stated flatly that anyone this side of an imbecile could become a master. Moreover, by the word ' 'master,'' Lasker did not mean someone who peaked at 2203; he meant someone who won at least one-third of his games, the famous Meisterdrittel, in a premier master event. For the moment, students need only do their homework assignments with gusto and activate their ever-increasing theoretical knowledge by playing several games each week between lessons.
Lesson 12, the final chapter of Volume II, consists of 20 separate tests with six questions each. The tests are of approximately equal difficulty. Students are allowed one hour to answer all six questions on a test. Those who fail to answer more than three questions correctly may be allowed to try another examination. The first five questions in each test count 15 percent each, and the final question (on pawn endings) is worth 25 percent.
Coaches must decide which students have adequately completed the second level of ComChess Course and do not require further instruction with this manual.
More Information
EAN 9781889323015
Weight 600 g
Manufacturer Chess Info&Research
Width 14.1 cm
Height 18.5 cm
Medium Book
Year of Publication 2001
Author Lev AlburtRoman Pelts
Series Comprehensive Chess Course Series
Language English
Edition 4
ISBN-10 1889323012
ISBN-13 9781889323015
Year of First Edition 1986
Pages 304
Binding paperback
Diagrams 1000
TABLE OF CONTENTS

iii Volume II: An Introduction.
001 Lesson 1 The rules of play.
016 Lesson 2 Abbreviated notation. Some chess terms and concepts.
Attack and defense. Trades.
032 Lesson 3 More symbols and terms.
How to start a game. Mating with a Queen and Rook in the endgame.
049 Lesson 4 Mistakes in the opening.
Mating with two Rooks in the endgame.
061 Lesson 5 Opening traps. Mating with a Queen in the endgame.
077 Lesson 6 The concept of planning.
Exploiting a large material advantage.
Mating with a Rook in the endgame.
094 Lesson 7 Tactics. Double attack. Pawn endgame.
The rule of the square.
118 Lesson 8 Pinning. Endgames with King and two pawns versus King.
143 Lesson 9 The skewer. How combinations are created.
Endgames with King and Rook pawn against lone King.
166 Lesson 10 Typical mating combinations. The back-rank mate.
Endgame with King and non-Rook pawn versus King.
201 Lesson 11 Typical mating combinations (continuation).
Mate by a major piece (Queen or Rook) helped by other men.
Endgame with King and non-Rook pawn versus King (continuation).
241 Lesson 12 Tests

289 Afterword: Moving On to Expert and Master