We basically followed the format of this page as is, but didn't have the students use the textbook for this activity, since we didn't want them to know things before they had to do them (if that made sense). Also, some of the procedure contains suggestions by others I asked advice from, but I thought it would be helpful to share this since it's textbook-specific. I hope it helps!
Blackboard brainstorming:
Using the same scenario as in STEP 1 of the textbook, I told the students I'm a tourist and I don't know any Japanese.
My JTE made some prompts resembling the flowchart and asked them what they would say for each prompt, and I'd respond to them accordingly.
On the worksheet:
Once they got the idea of what we were doing for the activity, we reviewed the new words and grammer in Step 1 of the worksheet (sorry if this is confusing, I use "steps" in my worksheets for different parts).
Pair practice with the same dialogue.
Step 2 of the worksheet: I used the dialogues from STEP 3 in the teacher's book to make a fill-in-the-blank, then checked the answers after they finished.
Step 3 of the worksheet: They made groups and I gave each one a different scenario they had to help someone with. Then briefly elicited possible conversation starters so they could have a better idea of how they could write the conversation.
Step 3 has 6 lines, but they don't have to use all of them.One they were finished making their conversations, we had them stand up practice the conversations. We would've preferred to have them split into pairs within the groups to do this, but we didn't have much time left.
Notes:
During the brainstorming, I'd suggest letting the students know ANY English is okay. Mine got a little caught up in using complete sentences, which was fine, and they managed to do by building off of each other. However, if you have a shy class, and/or want to help them understand that anything is okay, I'd stress that point.
For Step 3, I gave the scenarios to the groups based on the abilities of the students in them, since some scenarios were more difficult than others. This made for some pretty funny variations.
I'd also suggest telling them that the tourist's phone is dead/broken and they can't use it, just in case someone decides to say they should use that instead of asking for help >.<
If you have any ideas for where we could've shaved time to allow for pair practice at the end, please feel free to make suggestions!
Thank you for making this worksheet/lesson.
For step 3 of your worksheet, what scenarios did you give?