Lesson 6

Phases of a Game, Planning & Your Opponent

Part 1: The Three Phases of a Chess Game Concepts:
A basic introduction and description of the three Phases of a Chess Game: Opening, Middlegame and ndgame!

Phase 1: The Beginning of Every hess Game is alle! the Opening cuuuuuuuuC The Opening is the beginning of a chess game, from the (rhb1kgn4} time "hen the #er$ first mo#e is pla$ed, until all the pieces 70p0p0p0p} are developed and the pla$ers begin creating%choosing 6wdwdwdwd} their Middlegame plans &see phase '()

5dwdwdwdw} &wdwdwdwd} 3dwdwdwdw} 2P)P)P)P)} %$NGQI !"} #$%&'()*+,

The Opening stage of the game starts with move 1...

Though "e go deeper into the ideas and strategies of de#elopment in *esson +, here "e offer a basic definition of the "ord de#elopment in regards to chess: The act of bringing one's pieces out from their starting positions...

Phase 1

ontinue!: The "oo#s $re onne%te!, &ing is 'afe, Opening omplete! cuuuuuuuuC ,e#eloping the pieces and finding long term safet$ for the (wdk4-.-4} -ing could be treated as the t"o most important tas.s of 70p0w1p0p} the first phase of a chess game) /e find these t"o tas.s 6wdn0bhwd} are complete once the 0oo.s become connected b$ a 5dwgw0wGw} direct line of unoccupied s1uares)

&wdwdPdwd} 3d !PdNdw} 2P)P/w)P)} %$-.-."Iw} #$%&'()*+,

Transition of Opening to Middlegame completed...

2n our second diagram, "e see a simple e3ample of "here the completion of the Opening and the start of the Middlegame can be found) 2n the e3ample position, all of both "hite4s and blac.4s pieces ha#e been de#eloped) 2t is no" time for each pla$er to begin Phase ')))

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Lesson 6
Phase (: The )*ain Battle+ for Every hess Game ,appens in the *i!!legame

cuuuuuuuuC (w4w4wdkd} 7dbdwhwgp} 6pd0dpdpd} 5dpd-)pdw} &Pdp)-)Pd} 3dw)wd-!P} 2wd Gw/-I} %d"dwd"d-} #$%&'()*+,
A famous Middelgame: !1 "ligoric!#m$slov% &iev 1'(' Phase (

The Middlegame starts "hen the pla$ers ha#e brought out all of their pieces and are no" loo.ing for plans of attac. on their opponent4s pa"ns and pieces, as "ell as defense of their o"n arm$) 2n *esson 6, $ou learned the basics of attac., defense, dogg$!piles and counting, and that .no"ledge is most useful in the Middlegame) Though $ou "ill learn more about tactics in *essons 781', here "e simpl$ highlight that the best t$pe of tactic or plan of attac. for $our pieces is against the enem$ -ing) Man$ great chess champions ha#e "on games b$ starting a chec.mate attac., "hich means to use $our pieces against the -ing in hopes of achie#ing chec.mate)))

ontinue!: -n the *i!!legame, oor!inate the Pie%es for $tta%#./efense cuuuuuuuuC 2n the famous game sho"n at left, 9m$slo# used his :ueen (bdw4wdkd} and ;ishop along the h18a+ diagonal to attac. the "hite 7dwdwgwdw} -ing) ;lac.4s last mo#e, <7)))h=8h6!, threatened chec.mate 6wdwdwdpd} "ith Pa"n to h> ? an unstoppable threat, and Grandmaster 50wdw)pdp} Gligoric resigned)

&wd")w)w.} 3dp)wdwIP} 2wGwdw/wd} %$wdwdNd0} #$%&'()*+,

)ith strong attac*ing pla$% the Middlegame might end in chec*mate+

This e3ample "as designed to sho" that "ith good tactics, a strong chec.mate attac. might actuall$ turn the middle of the game into the end of the game) Pa"n pla$ or positional chess is also an important, though more ad#anced, part of the Middlegame &see *essons 1= and 1+()The Middlegame is t$picall$ considered to be o#er "hen there are #er$ fe" pieces on the board, or "hen :ueens and at least a fe" other pieces ha#e been traded)

Phase 0: The 1inal 'tage of a hess Game is the En!game cuuuuuuuuC 2f the game does not end "ith a chec.mate attac., tactics (wdwdwdwd} and positional planning can be used in the Middlegame to 7dwdw1pdw} "in material &enem$ pieces() That material ad#antage can 6wdwdwdpd} then be used to "in in the ndgame either b$ "inning e#en 5dwdw0wdp} more material or b$ ad#ancing and promoting a pa"n &see &w0 dPdwd} *esson 1> for more information regarding Passed Pa"ns()

3dwgwdPdw} 2wdbd2)wd} /ith the :ueens traded, it is usuall$ not possible to start a %dwdwdNdw} mating attac. in the ndgame) 2n our e3ample &left(, blac. #$%&'()*+, is "inning b$ ad#ancing one of his passed pa"ns) ;oth the
The ,ndgame: All games must come to an end+
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h6 and b>8pa"ns ha#e clear paths to promote on the 1st ran.) /hite can not stop both, and "ill e#entuall$ lose)

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Lesson 6

Phases of a Game, Planning & Your Opponent

Part ': *earning the ;asics of Planning in Chess Concepts:
The ;ig Three: Chec.s, Captures and :ueen Attac.s /hat $our thought process should be! The basics of de#eloping a plan in chess!

Before *a#ing a *ove, $ hess Player 'houl!222 cuuuuuuuuC Through the first fi#e lessons of this curriculum $ou4#e (rhb1kgn4} learned ho" the pieces mo#e, the primar$ goal, the basic 70p0p0p0p} chec.mates, and hopefull$ captured the fundamental 6wdwdwdwd} .no"ledge needed to pla$ through the different stages of a 5dwdwdwdw} game) ;asicall$, $ou no" .no" the most important &wdwdwdwd} technical facets of chess! /e "ill no" #enture into some 3dwdwdwdw} of the critical practical aspects of the game)

2P)P)P)P)} %$NGQI !"} Chess is a game of cause and effect, "hich essentiall$ #$%&'()*+, means $our choices and e#er$ mo#e $ou ma.e "ill ha#e
-efore move 1% a pla$er should be read$ to thin*+

conse1uences) *earning to thin* before $ou move is e3tremel$ important) 2n Parts ' and < of *esson @ "e "ill prioritiAe "hat $ou should be thin.ing about in terms of $our o"n plans and mo#es, as "ell as $our opponent4s)))

Before *a#ing a *ove222 Your 31 Priority is to Loo# for he%#s4 cuuuuuuuuC The most important mo#es to consider are those "hich (wdQdwd"d} attac. the enem$ -ing) Though not all chec.s are good, 7dwdwdwdw} $ou must be a"are of all possible "a$s to gi#e chec.) 6wdwdwdwd} ;ecause to miss a chance to chec., is also to miss a 5dNdw1-dw} chance to chec.mate!

&wdwdwd2d} 3dwdwdwdw} 2w!wdwdwd} %dwdwdwGw} #$%&'()*+,

.o $ou see all the chec*s/ There are 11+

2n our e3ample position, there are ele#en "a$s for "hite to chec. the blac. -ing, ho"e#er onl$ one is chec.mate) To see a chec. and mo#e immediatel$, "ithout considering all $our possibilities "ould be foolish! Good things come to those "ho consider as man$ mo#es as the$ can) 1):f6 is chec.mate, "hile no other chec. does the Bob!

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Lesson 6
Before *a#ing a *ove222 Your 3( Priority is to Loo# for aptures4 cuuuuuuuuC Though no capture "ithout a chec. e#er led to chec.mate, to (rdw1w4kd} consider e#er$ capture is Bust as important) Outside of 7db0wgp0p} chec.mate, the most concrete ad#antage a pla$er can ha#e 6pdw0wdwd} is a material one) Cou learned to count the attac.ers and 5dpdndNGw} defenders in e#er$ dogg$8pile, and as $ou impro#e, $ou "ill &wdwdPdwd} learn that no capture should be o#erloo.ed)

3dPdwdwdP} 2w)Pdw)Pd} Our e3ample diagram is a perfect e3ample of needing to %$NdQ$wIw} consider e#er$ possible "a$ tp capture) The mo#e 1):3d6! #$%&'()*+, "ins a piece in this position, despite appearing to lose the
-lac*'s last move was 01d( was a big mista*e+ :ueen for a ;ishop) After: 1)));3d6 ')D3e=E -h+ <)Dg@E! h&orf(3g@ >);3d+ 03d+ 6)e3d6 ? "hite has "on a piece!

Before *a#ing a *ove222 Your 30 Priority is to Loo# for 5ueen $tta%#s4 cuuuuuuuuC -no"ing e#er$ possible chec. and capture for $our arm$ is (-dwdwd0d} b$ far the most important thing to thin. about, but because 7dwdwdw0w} the :ueen is the most po"erful piece ? considering all 6wdkdwdw0} possible "a$s to attac. her is also critical! Fere "hite has 5$wdwdwd } t"o "a$s to attac. the blac. :ueen on g+)

&pdwdwdwd} 3dwdwdwdw} 2wdPdwdPd} %dwIwdwdw} #$%&'()*+,

2...31a4 was also not possible due to 5.-e67+ !! another winning s*ewer...

Though both 1);f= and 1)0a+ seem e1uall$ bad, the$ should both be considered) As long as the$ are both gi#en thought, "e suddenl$ see that blac. can4t capture the 0oo. on a+ due to ');f<E, s.e"ering &see *esson 1G( the -ing and :ueen) After: 1))):a' ')03a> again "hite attac.s the :ueen and forces '))):g+ <)0a+ :h= >);g@! :3g@ and 6)0a@E, appl$ing a deadl$ s.e"er that "ins the game

1in!ing a Plan 67hat to !o89 -f There $re :o he%#s, aptures, or 5ueen $tta%#s cuuuuuuuuC Though chec.s, captures and :ueen attac.s ma$ be the (rdwdkdn4} most critical mo#es to be a"are of ? not e#er$ position "ill 70p0wdp0p} offer a good "a$ of pla$ing one of those mo#es) There are 6wdpdb1wd} man$ other things to thin. about and "a$s to impro#e $our 5dwgwdwdw} position if indeed that is the case)

&wdwdPdwd} 3dw! dwdw} 2P)PdQ)P)} %$wGwIwd"} #$%&'()*+,

-oth white and blac* have useful planning moves to pla$+

Fere "hite and blac. can both pla$ useful de#eloping mo#es: ;e< or d' bring the bishop out and G8G "ould gi#e safet$ to the -ing) Hor ;lac., De= and 0d+ "ould both de#elop pieces) An$time a useful chec., capture or :ueen attac. does not e3ist, loo. for "a$s to acti#ate $our pieces, control the center, or ma.e a plan that threatens a good chec., capture or :ueen attac.)))

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Lesson 6

Phases of a Game, Planning & Your Opponent

Part <: /h$ ,id M$ Opponent Mo#e ThereI Concepts:
The ;ig Three: Chec.s, Captures and :ueen Attac.s))) for the other gu$! 0ecogniAing and stopping $our opponent4s threats! Pre#enting $our opponent4s plan!

$fter Your Opponent ma#es a *ove: 7hy T,$T *ove8 cuuuuuuuuC As "e learned in Part ', the most important and po"erful (rdb1kgn4} mo#es in chess are chec.s, captures and :ueen attac.s) 70p0pdp0p} 9o certainl$, being a"are of our opponent4s possible 6wdndwdwd} chec.s, captures and :ueen attac.s "ould ma.e sense!

5dwdw0wdQ} &wd dPdwd} 3dwdwdwdw} 2P)P)w)P)} %$NGwIw!"} #$%&'()*+,

)h$ did white pla$ 5.-c4/

Perhaps the onl$ reason a chess pla$er, of any le#el, e#er loses a game is failure to as. and ans"er one crucial 1uestion: Why did my opponent move there and what is he/she trying to do to me? 2n the diagrams of *esson @ Part <, "e ha#e created small puAAles to be ta.en from blac.4s perspecti#e) The$ are designed for beginning pla$ers to learn to stop their opponent4s threats) 2n e3ample 1, blac. must stop >):3f=) <)))g@ follo"ed b$ >)))Df@ is best)

Before *a#ing a *ove Loo# for Your Opponent;s222 he%#s4 cuuuuuuuuC ;uilding the essential habit of thin.ing about "hat $our (rhb1kgw4} opponent "ould do ne3t, starting "ith e#er$ chec., capture 70pdw0p0p} and :ueen attac., is "hat "e plan to achie#e in this 6wdw0whwd} lesson) The diagramed position occurs after the mo#es 5dw0wdwdw} 1)e>)c6 ')Df< d@ <)c< Df@ >);e' from the 9icilian ,efense)

&-dwdPdwd} 3dw)wdNdw} 2P)w) )P)} %$NGQIwd"} #$%&'()*+,

8an blac* safel$ capture the undefended e4! pawn/ 9oo* for chec*s+

This common tric. has caught man$ Pa"n grabbing pla$ers "ho don4t thin. about their opponent4s ne3t mo#e off8guard) The mo#e >)))D3e>I drops a piece after 6):a>E, for.ing &see *esson 7 for more information of the Hor. or ,ouble Attac. tactic( the -ing on e+ and the -night on e>) /hite "ill capture the helpless -night ne3t mo#e)))

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Lesson 6
Before *a#ing a *ove Loo# for Your Opponent;s222 aptures4 cuuuuuuuuC As the diagram caption sa$s, the mo#e :d= for blac. seems (rdw1w4kd} #er$ logical) 2n fact, this is a commonl$ reached position 70p0w0pgp} from a main line Opening #ariation) Man$ pla$ers ha#e 6whwdwdpd} 1uic.l$ mo#ed :d= in order to complete de#elopment, 5dwdPhwdw} connect the roo.s, and prepare for the Middlegame)

&wdwdPdw)} 3dw!wGPdw} 2P)wd )wd} %$wdQIwd"} #$%&'()*+,

...3d: would complete development and connect the ;oo*s. "ood move/

/e must consider all of our opponent4s captures before ma.ing a mo#e in chess) #en if a capture seems a little odd, ta.ing the time to consider "h$ our opponent might "ant to ma.e that capture is critical) After 1))) :d= "hite can pla$ the surprising ');3b@! follo"ed b$ <)f> ? trapping the -night on e6, "inning a piece, and seiAing a huge material ad#antage)

Before *a#ing a *ove Loo# for Your Opponent;s222 5ueen $tta%#s4 cuuuuuuuuC 2n this famous game b$ the former American "orld (w4-1wdkd} champion ;obb$ Hischer, blac. pla$ed the mo#e <7))):c+) 7dwdwgpdp} Pinning &see *esson 1G for information on Pin tactics( the 6wdwd"dpd} e@80oo. to the "hite unprotected :ueen on g>, and 5dwdw0w)w} seemingl$ "inning bac. the 0oo. on e@ after it captured a & dpdPdQd} blac. -night) Fo"e#er, 9hocron had o#erloo.ed the $oung 3dw)wGw)w} Hischer4s response mo#e) A .iller :ueen attac.!

2wdwdw)2d} %dwdwdwdw} /hite responded "ith >G);d=!! ? unpinning the 0oo., and #$%&'()*+, attac.ing the blac. :ueen) After >G))):3d= >1)03g@E the
1! <ischer!#hocron Mar .el =lata 1'(' :ueen on g> captures the undefended blac. :ueen on d=) ;lac. should ha#e considered every :ueen attac.)))

Your Opponent ,as :o he%#s, aptures, or 5ueen $tta%#s: 7hat is Their Plan8 cuuuuuuuuC /hat to thin. about if there are no good chec.s, captures, (wdwdwdwd} or :ueen attac.s for $our opponentI Though there are 70Qd0dw0k} man$ "a$s to impro#e $our o"n position, the best thing to 6wdwdpdw0} thin. about in regards to $our opponent4s threats is "hat 5dwdrdpdw} weaknesses do you have.

&wdw)wdwd} 3dwdw)wdw} 2P)wdw)P)} %dw$wdwIw} #$%&'()*+,

#hould white pla$ 1.;c:/ ! 9oo* for wea*nesses+

;efore deciding "hether or not to simpl$ trade :ueens and go into an ndgame ahead t"o pa"ns or pla$ 1)0c= ? "hite should tr$ to establish "hat his.her <iggest =ea#ness is))) 1)0c=II loses on the spot to 1)))0c6!!, a huge counter stri.e that e3poses "hite4s "ea. bac. ran.: 2f ')03d= 0c1JK if ')d3c6 :d1JK and if ')03c6 :3b= "inning the :ueen and the game for blac.))))

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Lesson 6

Phases of a Game, Planning & Your Opponent

2nstructor4s Guide
/hen teaching the introduction to the different stages of a chess game &Part 1(, the most important thing for the student&s( to understand is simpl$ that there are three different stages and that the general plan "ill change throughout the game) The critical details and strategies of these different stages are bro.en do"n and gi#en more attention in later lessons) /e recommend that $ou refer to these lessons "hen in need of guidance or further e3planation of a particular topic or idea: 9ee lessons se#en and eight for more on the OpeningK lessons nine through t"el#e, as "ell as se#enteen through t"ent$, for more on the MiddlegameK and lessons thirteen through si3teen for more on the ndgame) /e recommend using the multiple "or.sheets included "ith the lesson for practice !uring the instruction process of Parts ' and <) Lnderstanding and then recogniAing e#er$ chec., capture and :ueen attac. is made much easier "ith practical e3ercises) The positions are designed to be simple and as. the ob#ious 1uestions and should ease e#er$ student4s learning challenge) Pra%ti%al :otes an! $!vi%e > Lesson 6: Ta#ing a <rea# from instru%tion to allo= for pra%ti%al games =ill help #eep the fo%us of your stu!ent6s92 /uring the stu!y of Lesson 6 6Parts ( an! 09, as# the stu!ent6s9 to tell you, or ea%h other in large %lasses, out lou! every time there is a potential %he%#, %apture or 5ueen $tta%# on the <oar!2 -n one?on?one lessons, have the stu!ent also tell you =hen their opponent has a %he%#, %apture or 5ueen $tta%#2 On%e the re%ognition of every %he%#, %apture an! 5ueen $tta%# is no longer an issue > as the stu!ent6s9 to e@plain =hether or not ea%h parti%ular %he%#, %apture or 5ueen $tta%# is goo! > an! =hy2

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Lesson 6 Lesson 6: he%#s an! aptures4

7hite to play: Can the blac. -ing be placed in Chec.I Circle Ces or Do) 2f Ces, circle e#er$ piece that can attac. the blac. -ing, putting him in chec.)

cuuuuuuuuC (w1wdwdwd} 70p0wdwdw} 6wdwdwdwd} 5dwdwNwdw} &wdQdwdwd} 3dwdwdw)w} 2wdwdw 3)} %dwd"dwIw} #$%&'()*+,
Circle the correct answer: Yes? Does white have a check? No?

cuuuuuuuuC (wdwdwdkd} 7dwdwdp0p} 6wdwdwdwd} 5dwdwdw!w} &wdwdwdwd} 3dwGwdwdw} 2P)Pdwdwd} %d2dwdw$w} $%&'()*+
Circle the correct answer: Yes? Does white have a check? No?

cuuuuuuuuC (wdw4rdkd} 70pgwdp0w} 6wdp1wdw0} 5dwdpdwdw} &wdw)wdwd} 3dw)QdwdP} 2P) dw)Pd} %dwd"$wIw} #$%&'()*+,
Circle the correct answer: Yes? Does white have a check? No?

cuuuuuuuuC (w1rdwdwd} 70w0"dwdw} 6wdPdwdp0} 5dwdwdpdw} &w!wdwdwd} 3IPdw0wdP} 2wdPdw4wd} %dwdwdwdw} #$%&'()*+,
Circle the correct answer: Yes? Does white have a check? No?

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Lesson 6 Lesson 6: he%#s an! aptures4

7hite to play: Can "hite capture an$ of blac.4s piecesI Circle Ces or Do) 2f Ces, circle e#er$ piece that can be captured) Circle the "hite piece that can ma.e your favorite capture)

cuuuuuuuuC (wdr1w4kd} 7dwdwgp0p} 6phw0wdwd} 5dpdw0w)w} &wdwdPdw)} 3dw!wGPd"} 2P)P/wdwd} %d2d"dwdw} $%&'()*+
Circle the correct answer: Yes? Does white have a capture? No?

cuuuuuuuuC (wdwdrdkd} 70b$wdpdp} 6w0w0wdp/} 5dwdwdwdw} &wdwdwd0)} 3dwdwdw!w} 2Pdwdw)Pd} %dwdwdwIw} #$%&'()*+,
Circle the correct answer: Yes? Does white have a capture? No?

cuuuuuuuuC (rdwdrdw1} 7dwdwdp0w} 6pdpdwdw0} 5)pGpdwdw} &w)w)wdwd} 3dw)wdN!w} 2wdwdw)P)} %dwdwdwIw} #$%&'()*+,
Circle the correct answer: Yes? Does white have a capture? No?

cuuuuuuuuC (wdw4rdw1} 70 $wdpdp} 6whwdw!pd} 5dbdwdwdw} &wdwdwdw)} 3dw/wdwdw} 20)wdw)Pd} %dwdwd"Iw} #$%&'()*+,
Circle the correct answer: Yes? Does white have a capture? No?

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Lesson 6 Lesson 6: $tta%# the 5ueen4

7hite to play: Can blac. attac. "hite4s :ueen in one mo#e in each of the follo"ing diagramsI Circle Ces or Do) 2f Ces, circle e#er$ piece that can attac. the "hite :ueen)

cuuuuuuuuC (wdwdw4kd} 70pdbdpgp} 6ndw4wdpd} 5dwdwdwdw} &wdwdQdwd} 3dPdwdwdP} 2PdPdw)Pd} %dwdwdwIw} #$%&'()*+, cuuuuuuuuC (wdw4wgkd} 7dpdwdpdp} 6pdw4wdpd} 5dwdbdw/w} &wdwdwdwd} 3)wd dwdw} 2w)PdwdP)} %d2d"dwdw} #$%&'()*+,

cuuuuuuuuC (wdwdrdkd} 70pdr1w0p} 6wdpdpdwd} 5dwdw)pgw} &PdP)wdwd} 3dP!"dQ)w} 2wdwdwd2)} %dwd"dwdw} $%&'()*+ cuuuuuuuuC (wdw4wdkd} 70wdwdp0p} 6w1wdwdwd} 5dwdwdwdw} &wdwdwdwd} 3dw$w)wdw} 2PdwdQ)P)} %dwdwdwIw} #$%&'()*+,

Circle the correct answer: Circle the correct answer: Yes? Can black attack white's Queen? No? Yes? Can black attack white's Queen? No?

Circle the correct answer: Circle the correct answer: Yes? Can black attack white's Queen? No? Yes? Can black attack white's Queen? No?

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Lesson 6 Lesson 6: 7hy /i! They Go There8

2n the follo"ing diagrams, $our opponent &blac.( has Bust made a mo#e) /h$ did he%she go thereI 2s there is a chec., capture or :ueen Attac. threatenedI Circle Ces or Do)

cuuuuuuuuC (wdrhw1w4} 70p0whwgp} 6wdwdQ!wd} 5dwdw0w!w} &wdwdwdwd} 31PdwdwdP} 2PdPdw)Pd} %$wdw$wIw} #$%&'()*+,
Circle the correct answer: Yes? Black played 1... Ncd8 !hy? No?

cuuuuuuuuC (wdwdwdkd} 70pdrdw0p} 6wdbdwdwd} 5dwdw1Ndw} &PdPdPdwd} 3dPdQdwdw} 2wdwdwdP)} %dwd"dwg2} $%&'()*+
Circle the correct answer: Yes? Black played 1... B"1 !hy? No?

cuuuuuuuuC (wd0dw4w1} 7dpdwdpdp} 6rdpdw)pd} 5dwdp)w/w} &pdw)wdw!} 3hw)wdw)w} 2wdwd"dw)} %dwdwd"Iw} #$%&'()*+,
Circle the correct answer: Yes? Black played 1... Qc8 !hy? No?

cuuuuuuuuC (wdwdwdw1} 7dbdwdwdp} 6wd0dwdpd} 5dwdwdpdw} &wdPdwdwd} 3dwdwdwdP} 2w)wdw/wd} %dw$wdwIw} #$%&'()*+,
Circle the correct answer: Yes? Black played 1... Qc# !hy? No?

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Lesson 6

he%#s, aptures, 5ueen $tta%#s an! Your Opponent

Ans"er -e$
/or.sheet Page 1 ? Chec.s:
/iagram 31 > Ces) Circled: :ueen8c>, 0oo.8d1, -night8e6 and ;ishop8f' /iagram 3( > Ces) Circled: :ueen8d< and 0oo.8e1) /iagram 30 ? Do) /iagram 3A ? Ces) Circled: -night8b>)

/or.sheet Page ' ? Captures:

/iagram 31 ? Ces) Circled: -night8b@, Pa"ns b6 and d@) ;est: 1);3b@ /iagram 3( ? Do) /iagram 30 ? Ces) Circled: ;ishop8b=, Pa"ns f=, g@ and h=) ;est: 1)03b= /iagram 3A ? Ces) Circled: 0oo.8e+, Pa"ns f= and h=) ;est: 1)D3e+

/or.sheet Page < ? :ueen Attac.s:

/iagram 31 ? Ces) Circled: 0oo.s d@ and f+, ;ishop8d=, -night8a@, Pa"n8f=) /iagram 3( ?)Ces) Circled: ;ishop8f+, Pa"ns8h= and f= /iagram 30 ? Do /iagram 3A ? Ces) Circled: :ueen8b@ and 0oo. d+)

/or.sheet Page > ? /h$ did m$ opponent mo#e thereI:

/iagram 31 ? Ces) /iagram 3( ? Do) /iagram 30 ? Ces) /iagram 3A ? Ces)

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