| 8.1 |
Don't
introduce the word "auction" yet. |
| 8.2 |
Explaining the notion
of vulnerability is not easy. Don't talk about freedom but use the
boxes to show them the four possibilities: No-one / NS / EW / Everyone,
saying that everyone is in that situation in turn and that this distinction
is necessary because the penalties to pay are greater if you fail
when you are vulnerable so you play with greater caution. This explanation
will suffice for the moment. |
| 8.3 |
Make them guess what a
slam is by saying: "it's worth an enormous bonus". |
| 8.4 |
The Score Chart suggested
has been consciously designed in this way: its objective is to prevent
over-long research or to make more or less accurate calculations.
(2H + 3, that makes how many?…). Recommend to your pupils to laminate
it or put it in a plastic wallet. |
| 8.5 |
On the subject of "magic
numbers": suggest underlining them on the Table you have given them;
suggest adding a sixth number - 13, the number of cards in a hand
- and tell them to play those numbers in the National Lottery!! |
| 8.6 |
Ask why there is only
one loser in Spades in hand, as a way of checking that they have assimilated
the notion of a losing card. |
| 8.7 |
Make
them notice, in order to prepare for the demonstration shortly, that
in Diamonds there are too many master cards…. |
| 8.8 |
Ask why there are only
two losers in Clubs and value answers of the style: "with Q J 10 in
the two hands, we're sure to make a trick when the Ace and King have
fallen |
| 8.9 |
There is an
intentional error in the number of cards in South's hand (first deal
of the second exercise); again and always, insist on attentiveness,
a prime virtue of the good Bridge-player. |
