Окружающий мир. Разноуровневые задания. К учебнику А.А. Плешакова. 3 класс. ФГОС — Максимова Т.Н. | 978-5-408-04762-8 Данный товар есть в наличии в следующих магазинах:

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Most often, they include students who communicate in English at a variety of different levels. They may also be considered multi-level because they include students with different types of learning backgrounds, such as those who have learned orally and those who have learned mainly from a textbook. Students may also have different levels of literacy in their own native language.A classroom that contains some students who are familiar with the Roman alphabet and some students who are not may also be considered multi-level. Finally, the term multi-level can be used to refer to a group of students working together who range greatly in age. 90005 90002 Advantages and Challenges of Teaching Multi-level Classes 90003 90004 When faced with the challenge of a multi-level classroom many teachers do not know where to start. They fear that the preparation will take much longer, and that the students will be more demanding.Schools that have multi-level classes often have limited budgets, and teachers may fear that they will not be paid for what they are worth. However, it is only by looking at the advantages of the multi-level classroom and employing strategies to overcome the challenges, that teachers can achieve success. 90005 90004 Advantages of Multi-level classrooms 90005 90012 90013 Students are able to learn at their own pace 90014 90013 Students learn to work well in a group 90014 90013 Students become independent learners 90014 90013 Students develop strong relationships with their peers 90014 90013 Students become partners in learning 90014 90023 90004 Challenges of Multi-level classrooms 90005 90012 90013 Finding appropriate teaching resources and material 90014 90013 Organizing appropriate groupings within the class 90014 90013 Building an effective self-access centre in the classroom 90014 90013 Determining the individual needs of each student 90014 90013 Ensuring that all students are challenged and interested 90014 90013 Enforcing English only policies when teacher is occupied and students are working in small groups or pairs 90014 90023 90002 Determining the Needs of Your Students 90003 90004 One of the first things you should do when assigned to a multi-level classroom is determine the needs of the individual members.If possible, this should be done before the first class. 90005 90004 There are a variety of ways to conduct needs assessment, depending on the size of the class, and your access to an office and a computer. Many schools use a standardized test for new students. While this may help teachers determine the language level of the students in the multi-level class, standardized tests can not determine the personal needs of the individual students. For small classes it is useful to invite students into the office for a quick chat to determine what your students ‘objectives are (ex.improving writing skills, learning conversational English, understanding of rules and grammar). Students may not know the answer to this, so it is a good idea to create a list that they can pick from. You may give the option of picking a primary and a secondary reason. Here are some examples that could be placed in a list for students to choose from: 90005 90012 90013 To improve my speaking skills 90014 90013 To get into college 90014 90013 To use for travelling 90014 90013 To become a future teacher 90014 90013 To learn the rules of grammar 90014 90013 To please my parents 90014 90013 Other__________ 90014 90023 90004 You should also use this time to explain to your student that there will be other students with different levels of English in the class and that you will be using partnering and grouping exercises and activities in order to meet the needs of everyone.If you do not have access to an office or classroom or you have a large class, you may want to e-mail the question to your students, or have short telephone conversations with them. When none of these options are possible, you can always set aside your first class as an intake day. If possible, stagger the start times of your students by five minutes so that you can speak to each one individually. Brainstorming in a group may also work if you have a small enough class. In a circle on the board place the words, «I need English to / for… «and ask students to volunteer their answers. 90005 90004 Make sure to record the needs and level of each of your students in a simple way. Keep a chart for yourself, and alter it as your students ‘needs change. Make a conscious effort to monitor the needs of your individual students regularly. You may find that some students feel uncomfortable acting as a peer tutor, while others feel that they are focusing too much on a skill that they will never use in the real world. 90005 90066 90067 90068 90069 student 90070 90069 from 90070 90069 level 90070 90069 special needs 90070 90077 90068 90079 Julio 90080 90079 Mexico City 90080 90079 Low-intermediate 90080 90079 Will be working with tourists in his job as a golf instructor.Wants to learn conversational English. Does not require writing skills. 90080 90077 90068 90079 Naoko 90080 90079 Japan 90080 90079 Advanced 90080 90079 Wants to teach English to school aged children for a living. Has studied in English in Japan for 10 years. Wants to work with native English teacher. Poor pronunciation. (Eager to help as peer tutor.) 90080 90077 90098 90099 90002 Glossary of Terms 90003 90004 90103 cross-ability learners: 90104 90105 Pairs or groups of students working together with varying degrees of ability or competence.More advanced learners can gain confidence and improve competence by helping and teaching lower level peers. 90106 90005 90004 90103 groupings: 90104 90105 Different ways of putting students together (based on things such as cross-ability, like-ability, special needs, compatibility). 90106 90005 90004 90103 like-ability learners: 90104 90105 Pairs or groups of students working together who share similar levels of ability or competence. 90106 90005 90004 90103 multi-level class: 90104 90105 Group of students who learn and study together in one room, despite having varying levels of abilities and / or literacy backgrounds.90106 90005 90004 90103 self access materials: 90104 90105 Learning resources (ex. Listening exercises, readers) that include instructions and answers, and are available for a student to use independently. Students in multi-level classrooms often finish small group or individual assignments and activities at different times, so it is important to have self-access materials available at all times to keep students engaged in learning. 90106 90005 90004 90103 small group activity: 90104 90105 An exercise or game in which a small group of students can participate in and learn from.Groups can be composed in many different ways (common interest, common levels, varying levels) and changed often. 90106 90005 90004 90103 whole group activity: 90104 90105 An exercise or game in which all students can participate in and learn from, regardless of their competence level and language ability. 90106 90005 90002 Selecting Materials 90003 90004 Finding a core textbook for your class may help you if you have a number of students who are at a similar level of English. You may find that you need more than one level of the same textbook series.If you require more than two levels, however, using a core textbook may only make your life more complicated, and multi-level textbooks are difficult to come by. Another option is to use a theme based approach. Keeping all of your students working on activities and lessons based on the same theme is a great way of maintaining a class-like atmosphere in a multilevel classroom. Not only will this help your students feel like they all belong in the group, it will save you prep time and make you feel more organized.Follow up activities, such as games and discussions can then be based on the theme. English Club has collected a wide range of theme-based lessons to save time for teachers. 90005 90002 Suggested Activities 90003 90012 90013 90103 Whole group Warm-up: 90104 Starting your class with a whole-group warm-up is a great way to foster a sense of community in your multi-level class. 90014 90013 90103 Information gap exercises: 90104 Works great for cross-ability and like-ability pairs. 90014 90013 90103 Crossword puzzles: 90104 Works well for cross-ability pairs or small groups.Despite their English vocabulary levels, each student will bring a wide variety of knowledge to the group to help fill in the puzzle. 90014 90013 90103 Self-Access Materials: 90104 Make sure everything is well labelled and organized. The materials should reflect the needs and interests of the students in your class. Self-Access materials can be intimidating for students if you just have a shelf full of textbooks. It is best to photocopy many copies of worksheets and exercises. If you have students who are preparing for something such as the TOEIC test, have a file marked TOEIC Practice sheets.If your students need to improve their listening skills, have an audio shelf with an easy-to-use CD / tape player and level appropriate resources (CD’s and worksheets). Rather than having guided readers, it is better to have photocopies of stories or articles with corresponding tasks (such as writing activities) stapled right to the readings. Board games, such as Word Up (comes with question cards for 5 different levels), should be viewed as an essential tool in every multi-level classroom. 90014 90013 90103 Folktales: 90104 It is easy to find different levels of common folk or fairytales.These work well in children’s classes, and there are even some that are appropriate for adults. If you have difficulty finding a folktale that is a suitable level, you can always rewrite one yourself and use it again and again when you teach. A local children’s librarian should be able to direct you to resources that you need. The follow up activities for folktales are unlimited, but include comprehension questions, group discussions, vocabulary activities, creative writing exercise, and role-playing, all of which can be done in various groupings.90014 90013 90103 Art and images: 90104 Visual stimuli can be a great teaching tool. Use paintings as the basis for class discussions, writing assignments, and vocabulary building. Students of all different levels can participate together by describing photographs. Encourage students to bring in their own pictures and art and find ways to build lessons around them. One great pair activity that acts as a listening and speaking activity is to put students in pairs and have one of them describe a picture while the other tries to draw it.This can also be done as a whole group. Your students can choose a photo and describe it to you or another student who will try to reproduce it on the board. 90014 90013 90103 Computer lab assignments: 90104 If your school has a computer lab for students to use, or if you have a computer in your classroom, allow pairs to do online English lessons with EnglishClub’s Learning Centre. Jot down the URL’s of any lessons you think will be useful, or give your students free time to explore the site.90014 90023 90002 Teaching Method Strategies 90003 90004 90103 Experiment with different types of groupings to find the ones that work best. 90184 90104 You may find that cross-ability pairs work best for certain types of activities, while like-ability small groups work better for others. If possible, use a wide variety of groupings to keep things interesting for your class. 90005 90004 90103 Use a simple schedule that is similar each day. 90184 90104 Here is an example: 90005 90192 90013 Start with a warm-up that involves the whole group.90014 90013 Break part of the class off into one type of grouping (i.e. pairs) and work with part of the class on a lesson, grammar point, or activity. 90014 90013 Break off the class into another type of grouping (i.e. small groups) and have the other students use self-access materials. 90014 90013 Bring the class back together for a whole group activity / game. 90014 90201 90004 90103 Isolate students within the class who are interested in peer tutoring. 90184 90104 This does not have to be the student with the highest level of English.Your students who fall somewhere in the middle may in fact be the most valuable to you, as they strive to attain a level of competency comparable to the most advanced students. Remind your students that the best way to practice and improve a new language is to teach it to someone else. 90005 90004 90103 Consider enlisting a volunteer. 90184 90104 Limited budgets or low enrolment are often the reasons behind multi-level classes. For this reason, it may be difficult to convince administrators or managers that you need a paid assistant.If you feel overwhelmed, consider hiring a volunteer. Finding someone who is interested in helping you with your preparation work and teaching may not be as difficult as you think. Most native English students who are going into the teaching profession will be more than willing to put in volunteer teaching hours in exchange for a reference. Once you have permission from your supervisor, you can post an ad at the local library or college, or at a teacher training centre. You may even want to suggest placing an ad on the website for the school you work at.90005 90002 How EnglishClub Can Help 90003 90004 EnglishClub is a great place to start when looking for activities and exercises that will reduce your preparation time. The Teacher’s Guide is filled with ideas and links to help save you time while planning interesting, fun, and worthwhile activities and lessons for your students. You will find many worksheets that can be used as self-access materials, and numerous activities that can be used when your multi-level group is learning together.90005 90004 Here are some other useful links: 90005 .90000 Strategic Interaction: Your Secret Weapon for Teaching Multilevel ESL Classes 90001 90002 Can you picture an NFL quarterback and pee-wee football players on the same team? 90003 90002 Sometimes teaching a multilevel English class can feel like that. 90003 90002 And as teacher, you have the job of being coach to all, bringing out the strengths of each team member while driving home effective lessons. 90003 90002 How can one teacher do that when there is such a mix of students in the classroom? Is it even possible? 90009 90009 90003 90009 90013 90014 The Struggles of Multilevel ESL Classes 90015 90002 If you have ever been assigned an all-levels class, you already know that teaching beginners, advanced students and everyone in between at the same time is a challenge.90003 90002 You can teach to the middle, like many teachers do, but your advanced students will be bored while your beginners will be completely lost. 90003 90002 Finding activities that appeal to students all along the skill spectrum is challenging no matter what. We would love to use use flexible activities that can engage both beginners and advanced students alike, but those are few and far between. 90003 90002 Most of all, getting everyone in a multilevel class to participate, no matter what activities you prepare, is sometimes nearly impossible.90003 90002 So, what is a teacher to do? 90003 90002 For teachers struggling to make sure every student gets the most out of their multilevel class, 90027 strategic interaction 90028 might be the answer. 90003 90002 Strategic interaction is a teaching technique similar to a role play. 90003 90002 What makes strategic interaction special is that a group of students who are often at different English levels-rather than an individual-is assigned each role in the interaction. 90003 90002 While only one student from the group will act as speaker during the interaction, which usually happens at the front of the class, everyone in the group is responsible for deciding what that person says during the dialogue.90003 90002 The group discusses together what the speaker will say together in a cluster-like team members in a football huddle-and then makes a plan for the interaction including brainstorming phrases and responses that might be used. After this, the chosen speaker moves to the front of the room to act as the quarterback, tossing out the words and ideas that his or her group came up with together. 90003 90002 In addition to having a role, each group also has a secret goal to accomplish during the dialogue which often conflicts with the goals of the other groups.Students must continue the dialogue, the speaker often coming back to discuss ideas and plans with his or her group and then returning up front, until all the roles in the dialogue can come to a compromise. 90003 Want to work from home? Maintain flexible hours? Make a positive impact? Be part of an empowering and collaborative community? 90009 Click here to join our team! 90014 The Advantages to Strategic Interaction 90015 90002 What makes strategic interaction great for multilevel classes are a few key features.90003 90045 90046 First of all, 90027 it is flexible. 90028 You can tailor the topic and the roles to the skills and interests of your students. 90049 90050 90045 90046 90027 You can take breaks as a class 90028. Once the role play with the designated speakers has gone on for a while-or if it seems like the students hit an obstacle, ran out of ideas or otherwise got stuck-you can pause the interaction and have the speakers return to their groups for a team pow-wow. There they can discuss more ideas, approaches, vocabulary and phrases.90049 90050 90045 90046 90027 The best English interactions are based on real-life situations. 90028 This means you can choose or design your role play based on what your students are learning. They can then use the specific vocabulary and / or grammar they are learning in other aspects of class. Plus, they will get great practice for situations they will encounter with real-world language use. 90049 90050 90045 90046 90027 Everyone participates at their language level, and no one is left out.90028 More advanced students can represent the group in the dialogue while less advanced students can contribute their ideas in the safety of their small group-not always in front of the class. Errors in the smaller group will not be as public or as noticeable and therefore speaking will be less intimidating for your beginners. At the same time, everyone assists with the dialogue and watches the role play unfold, so they feel like they are part of everything. 90049 90050 90045 90046 90027 Different level students work together to accomplish a goal.90028 Lower-level students will improve their language just by interacting with higher-level students. Higher-level students will be able to encourage and assist lower-level students, since they have navigated those waters in the past. 90049 90050 90045 90046 90027 Strategic interaction is communicative. 90028 It is not just going through static exercises but instead requires students to use English to accomplish a goal. 90049 90050 90045 90046 90027 Students must work together to accomplish that goal.90028 Goal-oriented work is more like real language use and will prepare students for what they will do with English outside of the ESL classroom. 90049 90050 90045 90046 Finally, 90027 strategic interaction encourages higher-level thinking. 90028 You will help students develop skills which are useful for speaking English and beyond, such as problem solving, negotiating and compromising. 90049 90050 90014 How to Set Up a Strategic Interaction 90015 90002 No matter what skill range your class represents, here are five simple steps for running a successful strategic interaction in your multilevel class.90003 90002 1. 90027 Divide 90028 your class into two (or more) groups depending on the roles in the role play. Each group plays one role. 90003 90002 2. 90027 Give each side a role. 90028 Each role has a specific goal in the role play that the other role is not aware of. (See the examples below.) 90003 90002 3. 90027 Have groups choose a representative 90028 to speak in front of the class. More advanced students will usually step up to fill this role, although you can encourage lower-level students to do this and go back to their more experienced group members for advice as often as needed.90003 90002 4. 90027 Give groups a chance to discuss 90028 what their speaker might say during the role play. They can discuss in English-and their first languages ​​if you think that’s a good idea for your class-and they can make notes on specific vocabulary or phrases the speaker might use and how he or she should respond depending on what the other speaker says. 90003 90002 5. 90027 Start the role play. 90028 The speaker confers with their group throughout the interaction to decide what to say and how to handle a particular situation.Everyone participates and shares their ideas. Since this happens in the group and not in front of the class, there is less stress and pressure to use perfect grammar and lower-level students can freely share their ideas. 90003 90002 6. The participants must 90027 come to an agreement to end the dialogue. 90028 90003 90002 7. Spend a few minutes after the dialogue 90027 debriefing 90028 what speakers said and what compromise they came to in order to end the dialogue. 90003 90014 Examples of Strategic Interactions 90015 90127 Travel Plans with Friends 90128 90002 In this interaction, two friends discuss plans for the weekend.90003 90002 90027 Language to practice: 90028 Travel and tourism vocabulary, requests and discussing hypothetical situations. 90003 90002 90027 Role A, tourist friend: 90028 An American friend has lent you his car to travel to New York City for the weekend, but you are unfamiliar with American traffic laws. You would feel far more comfortable if your friend agreed to come with you to NYC. Goal: You must convince your friend to accompany you on your trip. 90003 90002 90027 Role B, local American friend: 90028 You agreed to lend your car to an international student who has become a good friend.Unfortunately, your uncle, who is terminally ill, has said he will buy you a new car if you will bring your parents to visit him. (They are unable to drive themselves.) He wants them to come on the same weekend you promised your car to your friend. Goal: Make your friend understand why he or she can no longer borrow your car. 90003 90002 In this role play, the two speakers, upon the advice of their group, will discuss the plans for the weekend. Speaker A might express his or her discomfort at driving alone to New York City.He might hint that he wants his friend to come, or he might try to use guilt to get his friend to accompany him. 90003 90002 Speaker B might talk about his family, especially his parents who are unable to drive. He might talk about how his car is not in good shape. He may or may not choose to be honest with speaker A. 90003 90002 Together the speakers may come to an agreement to go together to New York City another weekend once speaker B has received a new car, or they might agree on something completely different.The outcome depends entirely on the members of your class. 90003 90002 You can write your own strategic interaction for any topic you are studying in class, but here are a couple of additional examples to get you started. 90003 90127 Sibling Support: Brother and Sister 90128 90002 In this interaction, a brother and sister discuss the future, particularly in regards to employment and health issues. 90003 90002 90027 Language to practice: 90028 Work vocabulary, legal vocabulary, medical vocabulary, expressions about feelings, phrases for hypothetical situations and thinking about the future.90003 90002 90027 Role A, brother: 90028 You and your younger sister used all your money to move to the U.S. where you were able to get a job. The job is hard work and does not pay much, but it is worth the advantages of being in the U.S. Recently, a friend offered you a better job, one that pays much more and is more appealing to you. But the conditions for the job are that you have to move to Chicago and you have to come alone. Your sister is not well and has just entered the hospital. What will you do? Prepare to discuss the situation with your sister.Goal: Be able to take care of yourself and your sister. 90003 90002 90027 Role B, sister: 90028 You and your brother used all your money to move to the U.S. where you both have jobs. You had to quit your job just this week because of poor health. In fact, you are currently in the hospital. You hate it there for many reasons, but one big reason is because you do not speak English well. The doctor said you can leave if you can prove you have someone at home to take care of you. Discuss this matter with your brother, who lives with you.Goal: Leave the hospital. 90003 90127 Meet the Family: Couple and Parents 90128 90002 90027 Language to practice: 90028 Family and household vocabulary, expressions of affection and love, questions and answers. 90003 90002 90027 Role A, husband: 90028 You married a woman from another country, who you have known for many years, but you eloped and did not tell your family. You have invited your family to your house to meet her and to break the news that you have gotten married. Goal: Your parents will forgive your secrecy and embrace your new wife as a member of the family.90003 90002 90027 Role B, mother: 90028 Your son has returned from a six month job assignment in another country. He has brought a girl home with him, but you have not met her yet. You are concerned that he brought this girl with him after such a short time in the country. You are about to meet her and see your son for the first time since he came home. What will you say to her? Goal: Your son and the mystery woman will live nearby, rather than traveling or living overseas. 90003 90002 90027 Role C, father: 90028 Your son works for your company.He took a six month placement overseas for the company, but he did not successfully complete the job assignment while he was there. You have heard at the office that he may lose his job because of it. You are going to dinner at your son’s house before he returns to work on Monday. What will you say to your son? How will you prepare him for what his boss will say on Monday? Goal: Your son is able to keep his job. 90003 90002 90027 Role D, wife: 90028 You have invited your in-laws to your house for dinner.You go into the kitchen when they arrive so your husband can greet them first. There you discover that dinner has burned. What will you say to your in-laws? Goal: Make a really good impression on your new in-laws. 90003 90002 90003 90002 If you are teaching a multilevel class, take heart. With a little experience and the knowledge of how to run a strategic interaction, you will have all of your class members successfully participating in class in no time. 90003 90002 Try out these sample interactions, and start having fun with all your students! 90009 90009 90003 90009 90014 And One More Thing … 90015 90002 Looking for a one-stop shop for authentic videos for all levels of ESL students? Then you’ll love FluentU! 90027 FluentU 90028 takes real-world videos-like music videos, cartoons, documentaries and more-and turns them into personalized language learning lessons for you and your students.90003 90002 It’s got a huge collection of authentic English videos that people in the English-speaking world 90205 actually watch 90206 on the regular. There are tons of great choices there when you’re looking for songs for in-class activities. You’ll find music videos, musical numbers from cinema and theater, kids ‘singalongs, commercial jingles and much, much more. 90003 90002 90209 90003 90002 On FluentU, all the videos are sorted by skill level and are carefully annotated for students.Words come with example sentences and definitions. Students will be able to add them to their own vocabulary lists, and even see how the words are used in other videos. 90003 90002 90214 90003 90002 For example, if a student taps on the word «brought,» they’ll see this: 90003 90002 90219 90003 90002 Plus, these great videos are all accompanied by 90027 interactive features 90028 and 90027 active learning tools 90028 for students, like multimedia flashcards and fun games like «fill in the blank.»90003 90002 90228 90003 90002 It’s perfect for in-class activities, group projects and solo homework assignments. Not to mention, it’s guaranteed to get your students excited about English! 90003 90002 If you 90205 liked 90206 this post, something tells me that you’ll 90205 love 90206 FluentU, the best way to teach English with real-world videos. 90003 90002 Bring English immersion to your classroom! 90003.90000 【FGO】 Complete guide to Ember gathering (farming) 【Fate / Grand Order】 90001 90002 On this page you’ll find our recommendations for farm to Ember Quests. We’ve compiled tips on complete guide to Ember farming. Please refer to this guide if you want to farm Ember Quests in FGO. 90003 90004 90005 90002 List 90003 90002 【Principal Ember farming data】 90003 90002 【Farming procedure by degree of progress】 90003 90012 Chaldea Gate Calemdar 90013 90014 Essential tips for Ember farming 90015 90012 The aim for Ember farming from the beginning should be «Expert» 90013 90018 90019 90020 There’s a big gap between Advanced and Expert Quests 90021 90002 For the «Ember Gathering» Quest, you should straight away be aiming for the most difficult level: Expert.Although tough, there is a huge difference in the rate you earn EXP points between Advanced and Expert. 90003 90020 Even at Lv.1 this can be cleared, depending on the Support Servant 90021 90002 You can consistently clear Expert Quests, depending on the Support Servant you bring with you. It’s possible even if your Support is not a Friend, so as soon as you have fulfilled the conditions and unlocked the Expert levels, give them a try. 90003 90020 It’s better to wait until your AP exceeds 40 90021 90002 Since returns are low for the amount of AP used even for difficulty levels other than Expert, it’s best not to bother with the «Ember Gathering» Quest until your max AP is over 40 .Stick with the Story Quests until your Master level reaches 17. 90003 90012 Sell all these 3 ★ Embers — except at very early stage 90013 90002 The «3 ★ Ember» — which you can get up to one of per run at Expert level — is normally. Once you’ve collected enough of these, you can exchange them for «Summon Tickets» or «Fou Cards». 90003 90014 STEP1.When you’ve just started playing the game 90015 90012 Rely on Friends to safely farm Embers 90013 90002 【Recommended for these groups】 90041 · Players who have just reached maximum 40 AP 90041 · Players farming Embers for the first time 90003 90002 【Features】 90041 · Around 4-5 minutes per run 90041 · Use «Ruler» Servants as your Support 90041 · Possible to farm even when own Servants are all at Lv.1 90041 · Also effective for learning Command Card performance 90041 · Not possible without a specific Servant in Support 90003 90002 With this farming method, use a «Ruler» Servant as your Support. «Rulers» take half damage from almost all other Servants. Have them crush all your enemies by themselves.The Quest can be safely cleared even when all your own Servants are at Lv.1. 90003 90012 Recommended Servants 90013 90020 Servants to choose as Support 90021 90020 Useful Servants to have yourself 90021 90059 90060 90061 90062 90063 90064 90065 90066 90012 Farming procedure 90013 90020 1: Setup your Party with two of your own Servants and one Support Servant 90021 90002 First of all attempt the Quest with a party Setup of only three Servants — two of your own and one Support.For the Support, look for a If you can not find one, tap the «Update List» button. 90003 90073 90074 90002 ▲ Essentially it’s actually better if your own two Servants are at Lv.1. The earlier they are knocked out of battle, the easier it is for the Support Servant to clean up. 90003 90073 90078 90002 ▲ In the Support Select screen, pick the far right Class, then look for a Servant with a mark like a set of scales. 90003 90073 90082 90002 ▲ Your Master will be equipped with the default Mystic Code, and should have already started leveling up through the Story Quests.90003 90020 2: As much as possible use the Support Servant’s Command Cards in battle 90021 90002 Simply choose the Command Cards of the Support Servant you’ve brought with you. So you can increase the number of their attacks, it’s better if the two other Servants are at Lv.1 and are defeated easily. 90003 90073 90090 90002 ▲ «Georgios» or «Leonidas I» are ideal. They have a Skill that focuses enemy attacks on themselves, and can make an early exit from the battlefield. 90003 90073 90094 90002 ▲ As a general rule try to select Buster (Red) Cards first, then you can deal more damage 90003 90020 3: Prioritize knocking out Berserkers, then Archers and Assassins 90021 90002 «Berserkers» are effective against «Rulers» so try to knock out these enemies first.Then go for «Archers» and «Assassins» who can more rapidly deploy Noble Phantasms. Tap on the enemy you want to wipe out first. 90003 90020 4: Time the use of your Master Skills well 90021 90002 To avoid any slip-ups, use your Master Skills at set times. When HP starts to get low for your Support Servant use «First Aid», and when trying to knock out the toughest enemy in the third wave, use «Instant Enhancement» to raise your ATK. 90003 90014 STEP2.When your Servants are already Enhanced 90015 90012 Rely on Friends to safely farm Embers (second method) 90013 90002 【Recommended for these groups】 90041 · Players whose Servants are now trained up 90041 · Players who want to speed up farming as much as possible 90003 90002 【Features】 90041 · Around 3-4 minutes per run 90041 · Use «Berserker» Servants as your Support 90041 · Your own Servants should be Lv.40-50 or above 90041 · Favor advantageous Classes or Berserkers in your party Setup 90003 90002 With this farming method, use a «Berserker» Class Servant as your Support. This Class deals 1.5 times more damage to all enemies. Then crush the opposition together with your own Servants. There is a chance you can slip-up with this method, but it does mean speedier farming than STEP 1. 90003 90012 Recommended Servants 90013 90020 Servants to choose as Support 90021 90059 90060 90061 90128 90064 90065 90066 90020 Useful Servants to have yourself 90021 90012 Farming procedure 90013 90020 1: Setup your Party favoring advantageous Classes or Berserkers 90021 90002 First of all Setup a Party with Enhanced Servants you hold that are either an advantageous Class or Berserkers.For the Support, choose a powerful Berserker. If you have a Servant that can defend your Support, they can also be useful. 90003 90140 90141 90002 ▲ In STEP 1 the Sub Member slots were left empty, but this time, if you can, select Servants for these slots too. 90003 90020 2: Aim to defeat 1 enemy per turn, plus a little extra 90021 90002 When attacking, aim for the formula: «1 turn = 1 enemy + x». Select a Buster Card first to raise the damage, and always try to attack with a Servant of an advantageous Class.90003 90020 3: Protect your Support Berserker as much as possible 90021 90002 Even though the intention is to defeat your enemies quickly, as your Support is a Berserker they will take a great deal of damage. For steady farming, protect your Support with DEF buffs and by drawing away attacks. 90003 90020 4: Make Friend Requests to those players with Kaleidoscope 90021 90002 Berserkers like «Minamoto no Raiko» with Area of ​​Effect Noble Phantasms are great to have. When they are equipped with the Craft Essence «Kaleidoscope», and by one of your Friends, you can unleash this power straight away.If you spot these pairings, do not be shy in making Friend requests. 90003 90156 90157 90002 ▲ An extremely powerful Craft Essence with a starting NP charge of 80% 90003 90014 STEP3.When you have Craft Essences with a starting 50-60% NP charge 90015 90012 Farm Quests by taking advantage of your own Noble Phantasms 90013 90002 【Recommended for these groups】 90041 · Players holding 2-3 Craft Essences with a starting charge of 50-60% 90041 · Players whose Servants are now trained up 90003 90002 【Features】 90041 · Around 2-3 minutes per run 90041 · Makes use of your own Servant’s Noble Phantasms 90041 · Favor Servants with Area of ​​Effect Noble Phantasms — of either an advantageous Class or Berserkers 90041 · Use NP charging Support Servants 90041 · Utilize the Chaldea Combat Uniform’s Order Change Skill 90041 · Farming in 3 turns is possible with an NP charge Setup 90003 90002 With this farming method equip your own Enhanced Servants with a Craft Essence that gives a starting NP charge of 50-60%, and use their Area of ​​Effect Noble Phantasms to wipe out the opposition.Aim to rapidly release Phantasms with Support Servants that also charge NP. 90003 90012 Recommended Servants 90013 90020 Servants to choose as Support 90021 90020 Useful Servants to have yourself 90021 90012 Farming procedure 90013 90020 1: Equip Craft Essences with a starting charge of 50-60% and the Chaldea Combat Uniform 90021 90002 First of all equip Craft Essences with a starting NP charge of 50% or more to Enhanced Servants that are either of an advantageous Class or Berserkers, and have an Area of ​​Effect Noble Phantasm.For your Mystic Code, use the Chaldea Combat Uniform so you have the Order Change Skill. 90003 90156 90191 90002 ▲ The Confirm Party screen before going into battle. Our recommended Support Servant is Zhuge Liang, who can grant a 20% NP charge to the whole party, and 30% charge to an individual. 90003 90020 2: Charge up and release your Noble Phantasms 90021 90002 Aim to fire off your Noble Phantasms as soon as the battle starts, using the Support’s NP charge Skill. When there are Servants without a full gauge, use one Noble Phantasm as the third Command Card and earn some more NP by using Arts Cards first and second for those Servants that need it.90003 90020 3: Once you’ve used a Noble Phantasm, switch with Order Change 90021 90002 After using a Noble Phantasm and a Servant’s NP gauge is at zero, use the Order Change Skill to switch to a Servant with a charge built up. Fully charge this new Servant with a regular Arts Card attack, an Arts Chain, or by using a Skill. 90003 90002 ▲ Order Change is a Master Skill that comes with the Chaldea Combat Uniform. With this Skill it’s possible to switch a Party Starting Member with a Sub Member during battle.90003 90020 Additional note: In the case of Arash, Order Change is unnecessary 90021 90002 Arash’s Noble Phantasm has the effect «Apply Death to yourself». After dealing damage to all enemies, Arash is killed instantly, so a Sub Member automatically takes up his spot. In this case there’s no need to use Order Change. 90003 90156 90209 90002 ▲ Although this is described as a Demerit in the game, it’s actually a big advantage when farming Quests. 90003 90014 STEP4.When you have several Craft Essences with a starting 75-80% NP charge 90015 90012 Rapid farming within 3 turns 90013 90002 【Recommended for these groups】 90041 · Players holding 2 or more Craft Essences with a starting charge of 75-80 % 90041 · Players whose own Servants are trained up 90003 90002 【Features】 90041 · Around 2 minute 90041 · Makes use of your own Servant’s Noble Phantasms 90041 · Support Servant used for charging the NP gauge 90003 90002 With this farming method equip your own Enhanced Servants with a Craft Essence that gives a starting NP charge of 75-80%, then each turn release a Noble Phantasm to wipe out the opposition in 3 turns.Rapid farming becomes possible, increasing at once the amount of Embers you can collect per hour. 90003 90012 Recommended Servants 90013 90020 Servants to choose as Support 90021 90020 Useful Servants to have yourself 90021 90012 Farming procedure 90013 90020 1: Equip Craft Essences with a starting charge of 75-80% and the Chaldea Combat Uniform 90021 90002 First of all equip Craft Essences with a starting NP charge of 50% or more to Enhanced Servants that are either of an advantageous Class or Berserkers, and have an Area of ​​Effect Noble Phantasm.If you are using Arash, the Chaldea Combat Uniform will not be necessary. 90003 90020 2: Charge up and release your Noble Phantasms 90021 90002 Aim to fire off your Noble Phantasms as soon as the battle starts, using the Support’s NP charge Skill or your Servants ‘own Skills. Then after the Noble Phantasm has finished, immediately switch using Order Change. 90003 90002 ▲ Spartacus or Arash can charge their own NP gauge a maximum of 30%. Equipped with a Craft Essence with a starting charge of 75-80%, they are able to launch a Noble Phantasm straight away without any help.90003 90014 FGO (Fate / GrandOrder) Related Article 90015.