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Surviving the San Paloma Flood

Follow Maya, Tomas, and Priya as they make urgent decisions after a violent monsoon traps them in a flooded community center. Students practice survival vocabulary, use must/should/might to justify choices, and read, listen, speak, and write about the changing emergency until the group reaches higher ground.

B1 Intermediate60 minutesEnglishTeacher

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1. Image

Three people are stranded in a flooded community center after a violent monsoon. They must use their supplies, map, and teamwork to stay safe.

Teacher note: Three people are stranded in a flooded community center after a violent monsoon. They must use their supplies, map, and teamwork to stay safe.

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2. Vocabulary

  • flooded
    covered with water after heavy rain
  • rising water
    water that is getting higher
  • higher ground
    land that is safer because it is above floodwater
  • trapped
    unable to leave a place safely
  • supplies
    food, water, tools, and other useful things
  • battery power
    the energy left in a phone, radio, or other device
  • blanket
    a warm cover for the body
  • rope
    a strong cord used to tie, pull, or rescue someone
  • broken radio
    a radio that does not work properly
  • emergency services
    police, fire, medical, or rescue help
  • rescue boat
    a boat used to save people in danger
  • survival plan
    a plan to stay safe in danger
  • must
    need to do something because it is necessary
  • should
    a good idea or advice
  • might
    possible, but not certain
  • because
    gives a reason
  • so
    shows a result
  • first / next / then / after that / finally
    sequencing words

Teacher note: Key survival vocabulary for the San Paloma flood story, grouped by useful meaning and action. Includes the target modal verbs and sequencing words learners will need later in the lesson.

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3. Grammar

Must, should, and might in an emergency

We use must, should, and might to talk about decisions in a difficult situation.

1) Must = very necessary

Use must when something is essential or strongly needed.

  • We must move to higher ground.
  • They must save some battery power.

2) Should = good advice

Use should when something is a good idea, but not the only possible choice.

  • They should keep the rope near the door.
  • Maya should write a short message to emergency services.

3) Might = possible, but not certain

Use might when something is possible, but we are not sure.

  • A rescue boat might come before dark.
  • The water might rise again after the next rain.

Form

Positive

  • Subject + must/should/might + base verb
  • We must wait.
  • They should listen.
  • Priya might call for help.

Negative

  • must not / mustn’t = not allowed or not safe
  • should not / shouldn’t = not a good idea
  • might not = maybe not
  • We mustn’t walk into deep water.
  • You shouldn’t use the phone too much.
  • The boat might not arrive soon.

Questions

In questions, we usually use should more than must or might.

  • Should we leave now?
  • Should they wait for the boat?

Example sentences from the San Paloma story

  • The group must stay calm and check the map.
  • Tomas should keep the blanket dry.
  • Maya might know a safer route to the road.
  • They mustn’t waste water.
  • The radio should stay on only when they need updates.
  • A neighbour might need help near the flooded street.

Common mistakes

  • Wrong: We must to leave now.
    Correct: *We must leave now.

  • Wrong: They shoulds wait here.
    Correct: *They should wait here.

  • Wrong: She might to call emergency services.
    Correct: *She might call emergency services.

  • Wrong: He musts carry the rope.
    Correct: *He must carry the rope.

Quick reminder

  • must = necessary
  • should = good advice
  • might = possible

In an emergency, these verbs help you say what is necessary, what is wise, and what is possible.

Teacher note: Clear B1 grammar guide for must, should, and might in an emergency survival context, with examples and common mistakes.

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4. Text

San Paloma: The first hour

The monsoon has passed, but the danger is still outside. In the flooded community center in San Paloma, Maya, a delivery driver, Tomas, a hotel receptionist, and Priya, a nurse, wait near a table with a few wet supplies. The floor is cold, and floodwater is moving slowly across the entrance.

Maya has a small backpack, Tomas has the map, and Priya checks the broken radio again. They also have one blanket, a short rope, two bottles of water, and a phone with very little battery power. No one knows how long they will be stuck there.

Priya says they must stay calm and look at the map first. Tomas thinks they should save the phone battery for one emergency call. Maya is worried about the water at the door, but she might be able to find a dry corner near the stage. The group can hear rain on the roof, and that makes every choice feel important.

Their first problem is simple but serious: should they move now, or wait and protect their supplies? If the water rises, they will need to act quickly. If they choose well, they may reach higher ground before night.

Context

In an emergency, people often need to make fast decisions with limited information. This reading shows how the group uses practical thinking, teamwork, and simple survival language.

Discussion questions

  1. Which item in the room seems most useful right now, and why?
  2. What do you think the group should do first?
  3. How does the setting make the situation more dangerous?
  4. Which person seems most careful, and which person seems most worried?

Teacher note: Reading passage introducing the stranded group in San Paloma and the first urgent decision they face.

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5. Grammar practice

Choose the best modal verb for each situation. Think about what is necessary, advisable, or only possible.

1.

The water is getting closer to the table. What do the group _____ do now?

2.

Priya sees that Tomas is very tired. What _____ she say to him?

3.

The radio is broken, so the team is not sure about the rescue boat. What _____ happen later?

4.

Maya finds a small bottle of clean water. What is the strongest idea?

5.

The map shows a dry hill outside town. What _____ the group do if the road is safe?

6.

The neighbor outside is calling for help, but the water is deep. What _____ they do?

Teacher note: Grammar practice on must, should, and might using six context-based multiple-choice items set in the flooded San Paloma survival story.

Answer key (teachers only)

Students do not see this. Add or update questions and answers below the activity.

  • Q1A. must move their supplies to a dry place
  • Q2B. should rest if he can
  • Q3C. might happen later
  • Q4A. They must save it for later
  • Q5A. should try to reach higher ground
  • Q6B. should think carefully before acting

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6. Listening

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Listen to the radio update. Focus on the weather warning, the safest action, and what the group should do with their phones and battery power.

  1. What part of San Paloma is mentioned as being at greater risk?
  2. What should people in low areas do if it is safe?
  3. What should they avoid doing in deep water?
  4. Why does the radio tell people to keep their phones off?
  5. What is one possible future development mentioned in the update?
  6. What does the speaker tell listeners to do while they wait?

After listening, compare your answers with a partner and say which instruction you think is the most important.

Teacher audio script
Radio: Emergency update for San Paloma. Flood water is rising in the east district. People in low areas must move to higher ground if it is safe. Do not walk through deep water. Keep your phones off unless you need them. Battery power is limited. A rescue team might reach the community center later this evening. Stay calm and wait for further instructions.

Teacher note: Listening clip with a calm emergency radio update about worsening flood conditions, safety advice, and battery conservation. Includes post-listening comprehension questions about the main instructions and possible next steps.

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7. Multiple choice

Listen to the emergency update and choose the best answer for each question.

1.

What is the main danger mentioned in the radio update?

2.

What should people in low areas do if it is safe?

3.

What does the radio say people should avoid doing?

4.

Why does the radio tell people to keep their phones off unless needed?

5.

What might happen later this evening?

Teacher note: Multiple-choice comprehension check on the first emergency radio update, focusing on the main warning, safe action, and possible later rescue.

Answer key (teachers only)

Students do not see this. Add or update questions and answers below the activity.

  • Q1A. Flood water is rising in the east district
  • Q2A. Move to higher ground
  • Q3A. Walking through deep water
  • Q4A. Battery power is limited
  • Q5A. A rescue team might reach the community center

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8. Word ordering

Put the words in order to make each survival sentence.

Sentence 1 / 4

Your sentence

Tap words to place them here

Word bank

Sentence 1 of 4: 0 / 5 words placed

Teacher note: Students rebuild four short survival-plan sentences in sequence, using first/next/then/finally language tied to the flooded San Paloma scene.

Answer key (teachers only)

Students do not see this. Add or update questions and answers below the activity.

  • Slide 1First, they check the map.
  • Slide 2Next, they save the rope.
  • Slide 3Then, they share the blanket.
  • Slide 4Finally, they move uphill.

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9. Speaking

Class speaking activity — read, then practise aloud with your teacher or partner

Pair discussion: Choose the safest next move

Work with a partner. You are still in the flooded community center in San Paloma. Decide what the group should do first and which supplies are worth protecting.

Step 1: Compare your ideas

Take turns and say:

  • what you think is the most important item
  • what the group must do right away
  • what the group should do next
  • what the group might do if the water rises again

Step 2: Negotiate a plan

Try to agree on one plan. If you disagree, respond politely and give a reason.

Useful phrases:

  • I think we should... because...
  • We must... so that...
  • I agree, but maybe...
  • I’m not sure. What if... ?
  • That could work, but...
  • Let’s choose... first.

Speak about these ideas

  1. Which single item should the group protect first: water, rope, blanket, battery power, or food?
  2. What is the safest first action inside the building?
  3. If the floodwater gets higher, what change should the group make immediately?
  4. Which person’s job is most important right now: Maya, Tomas, or Priya? Why?
  5. What could happen if they use too much battery power too early?
  6. Should they stay together, or should one person look for help? Explain your choice.
  7. What is the best reason to keep one blanket dry?
  8. Which plan sounds stronger: waiting near the map, moving to the stairs, or preparing to leave? Why?

Mini challenge

After you speak, agree on one final sentence together:

  • The group must ______ first because ______.

Try to keep your speaking clear, short, and practical. Use because, so, must, should, and might at least once.

Teacher note: Pair discussion activity for choosing the most urgent survival actions and negotiating a plan in the flooded community center.

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10. Board game

Student's turn (preview)

Student

Roll

Teacher

Preview — dice sync when the lesson is live

Play a decision game with survival choices.

Teacher note: Play a decision game with survival choices.

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11. Matching

Match each survival item with its best use in the flood situation.

Column A

Column B

Teacher note: Matching task on flood survival items and their practical uses in the San Paloma scenario. Six clear item-use pairs are provided for B1 learners.

Answer key (teachers only)

Students do not see this. Add or update questions and answers below the activity.

  • 1. water bottleto drink and stay hydrated
  • 2. ropeto pull, tie, or help someone move safely
  • 3. blanketto keep warm and dry
  • 4. battery powerto keep a phone or radio working
  • 5. mapto find a safer route or higher ground
  • 6. emergency servicespeople who can send rescue help and medical support

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12. Listening

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Listen to the emergency update. Then answer the questions about the new problem and the safest next steps.

  1. Who needs help in this update?
  2. What does the radio say about entering the water alone?
  3. Where might the rescue boat arrive?
  4. What should the group take with them?
  5. What should they do with battery power?
  6. What must they do if the water rises again?
Teacher audio script
Radio: New update for San Paloma. A neighbor near the market is trapped and needs help, but do not enter dangerous water alone. If you can reach the main road safely, a rescue boat might arrive near the bridge. Take only essential supplies. Keep one light source and save battery power. If the water rises again, move immediately to higher ground.

Teacher note: Students listen to a second emergency radio update about a trapped neighbor, a possible rescue boat, and the safest next steps. The follow-up questions check key details, danger awareness, and battery-saving advice.

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13. True / false

Read each statement and decide if it is true or false.

  • A trapped neighbor near the market needs help.

  • The radio says it is safe to enter deep water alone.

  • A rescue boat may arrive near the bridge.

  • The group should pack everything they own.

  • If the water rises again, they must move immediately.

Teacher note: True/false check on the second radio update, focusing on the trapped neighbor, the rescue boat, essential supplies, and the need to move if water rises.

Answer key (teachers only)

Students do not see this. Add or update questions and answers below the activity.

  • 1. A trapped neighbor near the market needs help.True
  • 2. The radio says it is safe to enter deep water alone.False
  • 3. A rescue boat may arrive near the bridge.True
  • 4. The group should pack everything they own.False
  • 5. If the water rises again, they must move immediately.True

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14. Fill in the blanks

Send this message to emergency services. Fill in the missing words.

We are in the flooded community center in San Paloma. Thewater is still rising, and one person isnear the back door. We need to move tosoon, because the water is getting deeper. Our phone has very littleleft, so please send ateam as soon as possible.

Teacher note: A short B1 emergency message with six missing key words for learners to complete using the San Paloma flood story context.

Answer key (teachers only)

Students do not see this. Add or update questions and answers below the activity.

  • Blank 1flood
  • Blank 2trapped
  • Blank 3higher ground
  • Blank 4battery
  • Blank 5rescue

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15. Writing task

Students write a short emergency message from Maya, Tomas, or Priya to emergency services. They should say where they are, what they need, what is happening, and what they have done. Include must, should, might, because, and sequencing words if possible.

Aim for at least 60 words.

Teacher note: Students write a short emergency message from one stranded adult to emergency services, using the San Paloma flood situation and key modal verbs.

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16. Speaking

Class speaking activity — read, then practise aloud with your teacher or partner

Final escape decision

You are Maya, Tomas, and Priya in the flooded community center. Work together to choose the best next move and agree on one plan.

Your mission

  • Decide which one or two supplies are most important to keep with you.
  • Choose between waiting for the rescue boat or moving to higher ground.
  • Explain your reasons clearly.
  • Use polite disagreement if you do not agree at first.

Speak in turns

  1. Maya starts and gives one strong opinion.
  2. Tomas responds and adds a different idea.
  3. Priya helps the group make the final decision.
  4. The group agrees on one plan and says what to do next.

Useful language

  • We must...
  • We should...
  • We might...
  • I agree, but...
  • I see your point, however...
  • That makes sense because...
  • If we wait, ...
  • If we move now, ...

Discussion prompts

  • Which item is most useful right now: the map, rope, blanket, water, or phone battery?
  • Is it safer to stay and wait, or leave before the water rises again?
  • What could go wrong if the group chooses the wrong route?
  • How can the group help each other stay calm and make a clear decision?
  • Which person should lead the next step, and why?
  • What is the strongest reason to follow the map to higher ground?
  • What is the strongest reason to wait for the rescue boat?

Challenge

Try to reach a final decision in less than two minutes. Then give a one-sentence summary of the plan: what you will do, what you will take, and why.

Teacher note: Final role-play for Maya, Tomas, and Priya to negotiate the escape plan, justify priorities, and use polite disagreement.

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17. AI conversation

Roles set by your teacherRole-play

Who is responsible for what

Stay in your role during the live voice chat. The AI partner follows the other role.

You (student)

One of the stranded adults in the flooded community center

AI partner

Another stranded adult helping make the survival plan

What to do

  • Use your microphone and speak in short, clear sentences.
  • Stay in the flooded San Paloma survival role-play and talk for about 5 minutes.
  • Ask and answer about supplies, danger, next steps, and reasons.
  • Try to use must, should, might, because, so, first, next, then, and finally.

Students connect here for a live 5-minute AI voice conversation.

Teacher note: Role-play conversation about survival decisions in flooded San Paloma, using must/should/might and sequencing language.

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18. Voice message

Record a short survival report about the group’s escape from the flooded community center in San Paloma.

Include:

  • how the group got to safety or stayed safe
  • what they needed to do during the emergency
  • which decisions helped them survive
  • at least 2 sequencing words, such as first, next, then, finally
  • at least 2 modal verbs, such as must, should, might

Speak clearly in B1 English. Aim for 60–90 seconds.

Tap to record

Up to 90 seconds

Teacher note: Students record a short survival report about the San Paloma escape, using sequencing language and modal verbs to explain what happened and why their decisions worked.

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19. Image

Follow the safest route to higher ground. Use the map, the bridge, and the rescue boat area to plan the escape.

Teacher note: Follow the safest route to higher ground. Use the map, the bridge, and the rescue boat area to plan the escape.

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