| 3.1 |
You will probably have
trouble explaining that 6 is considered as half of 13!. Insist at
length on this fact, that as soon as one pair wants to play, they
must make 1NT at least and therefore more tricks than the opponents.
Automatically the latter who are weaker than the declarer have less
tricks to make. Show clearly this balance between the strength of
each side and the tricks to be made, insisting on the "equitable"
nature of Bridge |
| 3.2 |
If you see your pupils
are quite at ease playing the cards, make them play "a tournament"
using this new notion ("You are having a real competition") they must
not put the cards together but keep them: at first, don't make them
separate won and lost tricks in the traditional manner but simply
by putting lost tricks to the left and won tricks to the right (cards
separated so they can count them): : this is the moment to explain
quickly the tournament principle which is to make all the player play
the same hands |
| 3.3 |
If you haven't done so
already, check that dummy plays his correct part and doesn't take
himself (as often in this case) for a sort of special player who takes
part like the others: insist that the declarer doesn't touch the cards
but calls for them: they must be given good habits as soon as possible |
| 3.4 |
Commenting
on the deal, particularly in the case of a 5-2 split in Spades, explain
that in a tournament this failure would not have been catastrophic
because everyone would have bid the same contract, would have received
the same lead and would all have failed in the same way |
| |
|
| |
|
| |
|
| |
|
| |
|
