To begin the lesson, I will draw my students' attention to the title "What do you drink?" and ask them to work in pairs. I will encourage them to answer the questions in Part A about what they drank yesterday, what they usually drink during the day, and whether there are any drinks they never have. While they are discussing, I will monitor their conversations, provide help if necessary, and encourage them to use complete sentences. After a few minutes, I will ask some students to share their answers with the whole class in order to create interest in the lesson topic.

Before playing the audio, I will focus on the vocabulary in the box. I will write or display the words (water, diet soda, sports drinks, low-fat milk, tea and coffee, and fruit juice) and elicit their meanings from the students. If needed, I will explain unfamiliar words using simple definitions, examples, or pictures. After checking meaning, I will drill the pronunciation of the words and ask a few concept-checking questions to ensure that students understand them.

I will tell my students that they are going to listen for the general idea and that they do not need to understand every word. Before playing the recording, I will explain that their task is to place each drink from the box in the correct position on the jug according to what they hear. I will play the recording once without stopping it. After listening, students will compare their answers with a partner before I check the answers with the whole class.

I will play the recording a second time so that students can confirm or correct their previous answers. This time, I will ask them to pay attention to the nutritionist's advice and answer the final question: "What kind of drinks should we never drink?" After the recording, I will ask students to justify their answers by referring to what they heard. Finally, I will provide feedback and clarify any misunderstandings.

To personalize the lesson, I will ask students to work in pairs and discuss whether they agree with the nutritionist's advice and how similar it is to their own drinking habits. I will encourage them to give reasons and examples instead of answering with only "yes" or "no." While students are speaking, I will monitor their language, note down common errors without interrupting fluency, and provide delayed feedback at the end of the activity. I will finish the lesson by asking a few students to share their opinions with the whole class.