Module Learning Outcomes

Module Two-Week Schedule

Grammar Preview

Delivery Mode Note

This module is designed to work seamlessly across all three delivery formats offered at Santa Ana College School of Continuing Education. In-person students will use printed vocabulary cards, physical scenario cards for role-play, and in-class small-group discussion. Zoom students will engage in the same activities through breakout rooms, the Zoom shared whiteboard, and screen-shared reading passages, with the instructor rotating through rooms to monitor language use. Canvas LMS students will complete the same content asynchronously: the reading, grammar explanations, and self-check quiz are self-paced, the discussion board replaces real-time discussion, and the writing assignment can be submitted as typed text, a handwritten photo upload, or an audio recording. All students, regardless of mode, complete the same core outcomes and are held to the same rubrics.

Module Vocabulary: 10 Key Words

Original Reading: "Getting Ready: How Communities Prepare for Natural Disasters"

Why Preparation Matters

California is no stranger to natural disasters. Earthquakes can strike without warning, wildfires spread quickly during dry summers, and winter storms sometimes bring flooding to low-lying neighborhoods. Because these events are unpredictable, emergency management experts agree that the best defense is preparation, not panic. Cities, schools, and families across the state have learned — often the hard way — that a clear plan can mean the difference between a manageable emergency and a tragedy. Long before a disaster strikes, communities work to reduce risk and prepare their residents to respond quickly and safely.

Building the Emergency Kit

One of the simplest and most effective precautions any household can take is building an emergency kit. Emergency management offices recommend that every family keep enough water, non-perishable food, medication, a flashlight, and a battery-powered radio to last at least three days. Some families used to keep only a few candles and a first-aid box, believing that was enough, but after recent wildfire seasons, many have expanded their kits to include masks, portable chargers, and copies of important documents. A well-stocked emergency kit does not prevent a disaster, but it gives people the tools to manage the first critical hours after one occurs, when roads may be blocked and stores may be closed.

Warnings and Alerts

Technology has changed how quickly people receive warnings. In the past, communities relied mainly on sirens and radio broadcasts, and by the time some residents heard the alert, they had very little time to react. Today, most counties use a wireless emergency alert system that sends a message directly to residents' phones the moment a threat is identified — whether it is a wildfire, flash flood, or tsunami. Emergency officials say that early alerts have been able to save lives because families are given more time to gather belongings and evacuate calmly instead of in a rush. Still, experts note that no alert system is perfect; some rural areas have weak cell signals, so local radio and door-to-door notification remain important backup methods.

Evacuation and Shelter

When an alert calls for evacuation, families are asked to leave the danger zone and go to a designated shelter, often a school gymnasium, community center, or fairground set up by the Red Cross or county agencies. Evacuation is rarely simple. During the recent wildfires in Northern California, some residents said they should have left sooner, once the smoke turned dark orange, but they had hoped the fire would change direction. Others reported that they were able to gather their pets and important papers only because a neighbor warned them in time. These accounts show why officials repeat one message again and again: when an evacuation order comes, leave immediately rather than waiting to see what happens next.

Life in the Aftermath

The aftermath of a disaster brings its own challenges. Survivors often deal with property damage, temporary housing, and the emotional stress of rebuilding their lives. Community response teams — including firefighters, utility workers, and volunteer groups — move in quickly to restore power, clear debris, and distribute supplies. Local governments also conduct damage assessments to determine how much financial assistance families will need. Mental health counselors frequently visit shelters, because emotional recovery is just as important as physical recovery.

Learning From Experience

Emergency planners study the response to every disaster to improve future preparation. After each wildfire season, cities review what worked and what did not, updating evacuation routes, alert systems, and shelter locations. For individual families, the lesson is similar: preparation today prevents difficult decisions tomorrow. Whether the danger is an earthquake, a flood, or a fire, having a clear plan — and practicing it — gives every family a far better chance of staying safe. (approx. 520 words)

Vocabulary Practice: Fill in the Blank

Word Bank: evacuate, shelter, emergency kit, alert, aftermath, precaution, survivor, damage, warning, response

1. The county sent an official _______ to every phone warning residents about the wildfire.

2. As a _______, the school kept extra water and blankets in every classroom.

3. Families were told to _______ the area immediately after the flood warning.

4. In the _______ of the storm, crews worked for days to clear fallen trees.

5. A basic _______ should include water, food, a flashlight, and a first-aid kit.

6. The Red Cross opened a _______ for people who could not return to their homes.

7. One _______ described how she escaped her apartment before the water rose.

8. The heavy rain caused serious _______ to roads and bridges.

9. Firefighters' quick _______ helped stop the fire before it reached the neighborhood.

10. The weather service issued a _______ about strong winds expected overnight.

Comprehension Check Questions

Part A: Main Idea and Details

1. What is the main idea of the reading passage?

2. According to the passage, what items should a household emergency kit contain?

3. How has technology changed the way communities receive emergency warnings?

4. Why do some residents say they should have evacuated sooner during a wildfire?

5. What kinds of challenges do communities face in the aftermath of a disaster?

Part B: Think and Connect

1. Compare how your family (or a family you know) prepares for emergencies with the recommendations in the passage. What is similar? What is different?

2. In your opinion, what is the most important precaution a family can take before a natural disaster? Explain your reasoning with at least two supporting reasons.

Reading Strategy: Facts vs. Opinions

Strong readers distinguish between statements that can be proven (facts) and statements that reflect someone's belief or judgment (opinions). Informational texts about disasters often mix both, especially when they quote officials or survivors.

Practice: Find one more fact and one more opinion in the reading passage and write them below.

• Fact: ______________________________

• Opinion: ______________________________

Grammar Overview

Past Modals for Hypothetical and Regret Situations

1. *Used to* — Past habits that no longer happen

Form: subject + used to + base verb. Use used to to talk about a repeated habit, routine, or state that was true in the past but is not true now. It is not used for one-time past events.

• "Our town used to have an old-fashioned siren system, but now we use text alerts."

• Negative form: "We didn't use to worry about wildfires this much."

• Question form: "Did your family use to keep an emergency kit at home?"

Common error: Do not write "use to" in the past affirmative — it must be "used to." Also, do not add -ed to the main verb: NOT "used to evacuated" — correct is "used to evacuate."

2. *Could have* + past participle — Unrealized past possibility

Form: subject + could have + past participle. Use this to describe something that was possible in the past but did not actually happen. It often appears in discussions of "what might have happened instead."

• "They could have left earlier, but the roads were still open, so they waited."

• Negative form: "The rescue team couldn't have arrived any faster — the roads were blocked."

Common error: Do not confuse could have (past possibility) with could (general past ability): "She could swim" (general ability) vs. "She could have swum across, but she chose to wait for the boat" (unused option).

3. *Should have* + past participle — Regret or criticism

Form: subject + should have + past participle. Use this to express that a past action was the right/wrong choice, usually with a tone of regret, criticism, or advice about the past.

• "We should have packed the emergency kit before the season started."

• Negative form: "The officials shouldn't have waited so long to issue the warning."

Common error: In fast speech, should have is often reduced to "should've" or informally "shoulda." In writing, always use the full or contracted form: should have / should've — never "should of."

4. *Was/were able to* + base verb — Specific past ability or success

Form: subject + was/were able to + base verb. Use this for a specific instance of successfully doing something in the past, especially when it required effort or overcoming difficulty. It differs from could because it emphasizes a completed, successful result.

• "Firefighters were able to contain the blaze within two days."

• "Despite the flooding, the driver was able to reach higher ground safely."

Common error: Do not use could for a single completed successful action. NOT "I could finish evacuating before the storm hit" — correct is "I was able to finish evacuating before the storm hit."

5. *Had to* + base verb — Past necessity or obligation

Form: subject + had to + base verb. Use this for something that was necessary or required in the past, often due to rules, circumstances, or emergencies.

• "After the earthquake, families had to stay in shelters for several nights."

• Negative form: "They didn't have to rebuild the whole house — only the roof needed repair."

Common error: Do not use "must" for past obligation — must has no past form. NOT "We must evacuate yesterday" — correct is "We had to evacuate yesterday."

Indirect/Reported Speech

When we retell what someone said, we usually do not repeat their exact words. Instead, we report the idea, often shifting the verb tense back one step and changing pronouns to match the new speaker's perspective.

Key patterns:

• Statements: said/told + (that) + clause (present → past; will → would; can → could)

• Commands/requests: told/asked/warned + object + (not) + to + base verb ("Leave now" → "She told them to leave immediately.")

• Yes/No questions: asked + if/whether + clause (word order changes to statement order, no auxiliary at the front)

• Time/place words often shift: now → then; today → that day; here → there; tomorrow → the next day

Common error: Do not keep question word order in reported questions. NOT "He asked did I have a kit." Correct: "He asked if I had a kit."

Grammar Practice Activities

Activity 1: Multiple Choice — Choose the correct past modal.

1. Before smartphones, people (used to / had to) rely on radio for storm alerts.

2. The family (should have / could have) packed the car sooner, but they didn't expect the flood to rise so fast.

3. After the road collapsed, drivers (had to / used to) take a longer route to town.

4. Thanks to the new alert system, the fire department (was able to / used to) warn residents ten minutes earlier than before.

5. Looking back, the city (should have / was able to) invested in better flood walls years ago.

Activity 2: Fill in the Blank — Complete each sentence with the correct form of the modal in parentheses.

1. If the alert had come sooner, the family _______ (could / evacuate) before dark.

2. When I was a child, my grandparents _______ (used to / keep) candles ready for power outages.

3. Because of the mandatory order, everyone in the neighborhood _______ (had to / leave) within an hour.

4. Despite the damage, the rescue team _______ (was able to / reach) every trapped resident.

5. Many survivors said that officials _______ (should / warn) them earlier about the storm's strength.

Activity 3: Sentence Writing — Direct to Indirect Speech. Rewrite each direct quotation as indirect/reported speech.

1. The officer said, "Leave your homes immediately."

2. The forecaster said, "A storm will arrive tonight."

3. The survivor said, "I lost everything in the flood."

4. The nurse asked, "Do you need any medical supplies?"

5. The mayor announced, "We are opening two new shelters."

Parts of an Informational/News-Style Paragraph

Topic Choices

Assignment Requirements

• Length: 8–10 sentences (one well-developed paragraph)

• Format: topic sentence + at least 3 supporting details (facts) + conclusion

• Grammar focus: include at least two past modals (used to, could have, should have, was able to, had to) and one example of indirect/reported speech (e.g., quoting what an official, survivor, or family member said)

• Use at least 4 vocabulary words from this module's list

• Use at least 2 transition words from the table below to connect ideas

• Submit through one of the three multimodal options listed at the end of this section

Transition Words for Informational Writing

Model Text

Preparing for Wildfire Season

Every summer, wildfire season brings new challenges to families living near the hills of Southern California. Last August, a wildfire started only two miles from my cousin's neighborhood, and the county issued an evacuation warning within hours. As a result, my cousin's family had to leave their home quickly, taking only their emergency kit and important documents. Because they had practiced their evacuation plan earlier that year, they were able to load the car and leave within fifteen minutes. A neighbor later said that the family should have left even sooner, since the smoke had already turned the sky orange by midday. In addition, the fire department warned residents that conditions could get worse overnight. Fortunately, firefighters were able to contain the fire before it reached any houses. In conclusion, my cousin's experience shows that a clear plan and a ready emergency kit can make a stressful evacuation much safer.

The Writing Process

Step 1: Prewrite — Use the graphic organizer below to plan your facts and details before writing.

Step 2: Draft — Write your full paragraph using your prewriting notes.

Step 3: Revise — Check your ideas and organization using the checklist below.

Step 4: Edit — Check grammar, spelling, capitalization, and punctuation. Read your paragraph aloud to catch errors.

Step 5: Publish — Submit your final paragraph using one of the options below.

Grading Rubric (20 points)

Multimodal Submission Options

• Option 1 — Typed: Type your paragraph and submit through the Canvas assignment tool, or hand a printed copy to your instructor in class.

• Option 2 — Handwritten + Photo: Write your paragraph by hand, take a clear photo, and upload the image to Canvas (or give the paper copy to your instructor if attending in-person). This option supports students with limited digital literacy.

• Option 3 — Audio Recording: Record yourself reading your paragraph aloud and upload the audio file to Canvas, or play it for your instructor during a Zoom or in-person session. This option builds oral fluency and supports students who need an accessible alternative to typing.

Discussion Prompt

Part 1: Share a personal or family experience with a natural disaster or emergency (an earthquake, flood, storm, fire, or another event). What happened? What did your family do?

Part 2: Compare your experience with at least one classmate's post. What is similar? What is different about how your families prepared or responded?

Part 3: Give one piece of advice. Based on what you now know from this module, what should a family do differently to be better prepared? Use at least one past modal (should have, could have) in your advice.

Discussion Requirements

Sentence Frames

Functional/Persuasive Language Phrases

Delivery Mode Adaptation

In-person students will discuss the prompt orally in small groups of 3–4, then one member of each group will briefly report their group's comparison back to the whole class. Zoom students will be placed into breakout rooms of 3–4 to discuss the same prompt aloud, taking turns sharing their experience and advice, with the option to jot notes in a shared Google Doc or the Zoom chat before returning to the main session. Canvas students will complete the discussion asynchronously: they will post their original response to the discussion board by the posted deadline and reply to two classmates' posts within the following two days, following the same content requirements as the in-person and Zoom groups.

Discussion Grading Rubric

Section 1: Vocabulary Matching

Match each word (1–10) to its definition (a–j).

1. evacuate

2. shelter

3. emergency kit

4. alert

5. aftermath

6. precaution

7. survivor

8. damage

9. warning

10. response

a. harm caused to something b. a person who lives through a dangerous event c. to leave a dangerous area d. the period after a disaster e. a set of supplies kept ready for an emergency f. an action taken action taken to prevent harm g. a place that offers protection h. the actions taken to deal with an emergency i. a warning message sent about danger j. a statement telling people about possible danger

Section 2: Vocabulary in Context

Choose the best word to complete each sentence.

1. After the flood, the (aftermath / warning) left many streets covered in mud.

2. The fire department's fast (response / shelter) saved several homes.

3. Every family should have a (precaution / emergency kit) ready before storm season.

4. The (survivor / damage) to the bridge was so severe that it had to be closed.

5. Local officials issued an (alert / aftermath) about rising river levels.

6. Wearing a mask during heavy smoke is a simple (precaution / response).

7. Hundreds of people found (damage / shelter) in the school gymnasium.

8. The news interviewed a (survivor / warning) who described escaping the wildfire.

Section 3: Grammar Identification/Application

Choose the correct past modal or rewrite in reported speech, as indicated.

1. Before the new alert system, people (used to / had to) wait for the newspaper for storm news.

2. The family (should have / used to) packed water bottles, but they forgot in the rush.

3. Because of the mandatory evacuation, residents (had to / could have) leave within the hour.

4. The rescue workers (were able to / used to) reach the stranded family by boat.

5. Looking back, the city (should have / was able to) built stronger flood walls.

6. Rewrite in reported speech: The officer said, "Stay away from the river."

7. Rewrite in reported speech: The forecaster said, "The storm will hit tonight."

8. Rewrite in reported speech: The nurse asked, "Do you have any injuries?"

9. Choose the modal: If they had left earlier, they _______ (avoid) the traffic.

10. Choose the modal: When I was young, my family _______ (keep) candles for outages.

Section 4: Error Correction

Find and correct the error in each sentence.

1. The officials should of warned us sooner.

2. Before, my family use to keep flashlights in every room.

3. She could swim across the flooded street to reach her neighbor, so she did.

4. The officer asked did we need help.

5. We must evacuate last night because of the fire.

6. The rescue team could reach the trapped hikers before the storm returned.

7. He said that he will call once the roads reopened.

8. They didn't had to leave because the fire changed direction.

Section 5: Short Writing Check

Prompt: In 3–4 sentences, describe one thing a family should have done differently before a natural disaster, using at least one past modal and one vocabulary word from this module.

AI Tutor Practice Prompts

Extra Grammar Practice

Activity A: Sentence Combining Combine each pair of sentences using a past modal.

1. The family did not evacuate early. This was a mistake. → ______

2. The road was blocked. The firefighters found another way. → ______

3. In the past, people did not have text alerts. They used the radio. → ______

Activity B: Subject-Verb Agreement Review Correct the subject-verb agreement error in each sentence.

1. The emergency kits was placed near the front door.

2. Every survivor have a different story to tell.

3. The warnings was sent to all residents.

Activity C: Word Forms Complete the chart with the correct word form.

Campus Support Resources

• Tutoring Center: Free drop-in and appointment-based tutoring for reading, writing, and grammar support. Available in-person and online for students in any delivery mode.

• Writing Center: One-on-one help with brainstorming, drafting, and revising written assignments, including this module's informational paragraph.

• Library: Access to research databases, quiet study space, and librarian assistance for finding reliable information on topics like natural disasters for writing assignments.

• DSPS (Disability Support Programs and Services): Provides accommodations and support services for students with documented disabilities, including extended time, alternative formats, and assistive technology.

Summary by Skill Area

Extra Resources

Looking Ahead

Reflection Questions

1. What new vocabulary word from this module do you think will be most useful in real life, and why?

2. Which past modal (used to, could have, should have, was able to, had to) did you find most difficult to use correctly? Why?

3. How did comparing your experience with a classmate's experience change or confirm your own thinking about emergency preparedness?

4. What is one thing you learned in this module that you plan to apply to your own family's emergency plan?

5. Which activity in this module helped you learn the most — the reading, the grammar practice, the writing assignment, or the discussion board? Explain.

ESL 304 Intermediate High | Module 2: Natural Disasters and Emergency Preparedness | Santa Ana College School of Continuing Education