Third Conditional ESL Lesson Plan

OVERVIEW & OBJECTIVES

This third conditional ESL lesson plan on wanderlust offers engaging activities, PDF worksheets, and digital resources designed for advanced C1 students. In this lesson, students will:

• Define and discuss the concept of wanderlust and its influence
• Analyze video content about the “wanderlust gene” and its effects on risk-taking and adventure-seeking behavior
• Expand their vocabulary with phrases related to travel, exploration, and dopamine responses
• Practice the third conditional to reflect on hypothetical past experiences related to travel and life choices
• Participate in role plays and discussions to explore life-changing experiences

PREVIEW & DISCUSSION

Students begin the lesson by defining the term "wanderlust" in their own words and reading quotes that express different aspects of it. They then discuss their favorite quote and explain why they agree with it. Following this, students explore their own desire for travel and adventure by answering questions about risk-taking, comfort zones, and the factors that influence wanderlust. To round out this section, they use nouns like "appetite," "bug," and "thrill" to complete sentences, discussing who they think has or doesn't have wanderlust.

VIEWING ACTIVITY

Students watch a video that explores whether there is a “wanderlust gene” that makes some people more inclined to travel while others prefer to stay at home. The video discusses the DRD4-7R gene, how it affects risk-taking behavior, and the role social media plays in people's desire to explore. Students then complete a true/false/not given activity to check their comprehension, followed by organizing key points from the video. Finally, they finish a quote by Jack Kerouac related to the topic of wanderlust.

DISCUSSION & THIRD CONDITIONAL ACTIVITIES

After viewing the video, students reflect on their own personalities and whether they believe they have the "wanderlust gene." They discuss how this gene, if present, might influence their hobbies, career, or lifestyle. Students also consider alternative activities that might bring similar levels of satisfaction to those with wanderlust. Additionally, they read a personal story about someone whose travels sparked a lifelong love of adventure, using the third conditional to analyze key phrases and grammar structures. They then complete third conditional sentences based on hypothetical travel experiences. They must use the correct form of the third conditional in each sentence of this exercise.

BIG LEAPS & BOLD MOVES: LIFE-CHANGING CHOICES

In this activity, students reflect on a life-changing experience where they stepped out of their comfort zone. They choose one example (such as a travel adventure, study abroad experience, or personal challenge) and share it with a partner. The discussion includes questions about what inspired them to take that leap, what wouldn't have happened if they hadn’t taken the chance, and if there was a specific event that made the experience unique. Students are encouraged to use the third conditional throughout their conversations to practice hypothetical situations in the past.

WANDERLUST VS. HOMEBODY: A BALANCED APPROACH

In this role-play, students take on opposing perspectives. Student A plays the role of someone with the wanderlust gene, while Student B is a homebody who prefers to stay close to home. Both students negotiate and discuss their plans together, using a set of travel-related vocabulary in their argument. Alternatively, students can discuss a scenario about balancing wanderlust with work and relationships, focusing on strategies to avoid personal and professional disruption.

BENEFITS OF THIS THIRD CONDITIONAL ESL LESSON:

This lesson plan provides students with the opportunity to practice advanced English while discussing a relatable and engaging topic. It helps students develop their vocabulary, reinforces grammar with the third conditional, and encourages personal reflection through meaningful discussions. The activities are designed to improve listening skills, promote collaboration, and provide real-life applications for language use in travel contexts. Additionally, the video content and role-playing exercises keep students actively engaged throughout the lesson.