Carbon dioxide and fizzy drinks
It's important to think about when is the right moment to use examples to illustrate topics in chemistry. Students need sufficient time to formulate an answer to open questions. Don't move too soon to ask someone else or to give your own answer. Try to link explanations of what students can see to what's happening at a molecular level.
At what point in discussing dynamic equilibria might you use the example of a fizzy drink?
How long might you allow a student to think about an answer to your question?
What steps do you take to link what you can see with what's happening on a molecular level?