To gather information about manner, means, and instrument, travelers need to know how to form indirect questions and use appropriate question structures. María approached the vendor and asked:

1. Direct question:
• How do you make arepas?


2. Indirect question (more formal):
• Could you explain how arepas are made?


3. Asking about the process step by step:
• What ingredients do you use?
• What do you mix the corn flour with?
• Do you cook them on a grill or in an oven?

The vendor, delighted by María’s curiosity, began explaining. This exchange required María and Tom to understand and interpret answers effectively.

When explaining a process, it’s important to:

• Use sequencing words (first, then, after that, finally).
• Clarify the means used (We cook them on a flat pan).
• Specify the instruments involved (You need a rolling pin to flatten the dough).

The vendor answered step by step:

1. First, we mix corn flour with warm water and a pinch of salt.
2. Then, we knead the dough until it’s smooth.
3. After that, we shape it into small round discs.
4. Finally, we cook them on a hot griddle for a few minutes on each side.

María repeated the instructions to make sure she understood:

• So, first, you mix the flour with water?
• Then, you knead it until it’s smooth, right?
• And finally, you cook it on a griddle?

By repeating the steps and asking for confirmation, she ensured clarity in the conversation.

As Maria and Tom listened to the explanation, they imagined themselves practicing the recipe back home. They realized they would need time to master the technique.

• By the time we return to Canada, we will have been practicing how to make arepas for weeks!
• If we keep watching, we will have been learning this skill for over an hour!

Using the Future Perfect Continuous helped them to express the duration of an action leading up to a future moment, emphasizing the learning process rather than just the result.

The vendor smiled and asked, Would you like to try making one yourself? Maria hesitated at first but decided to give it a shot. She took a small piece of dough and followed the instructions carefully. Meanwhile, Tom asked additional questions:

• Why do you use warm water instead of cold?
• Is it possible to make them without salt?
• What happens if the dough is too dry?

The vendor patiently explained each detail, encouraging Maria and Tom to experiment. By actively participating in the process, they not only learned a new skill but also strengthened their ability to ask and give instructions in English.

By the end of the conversation, Maria and Tom had not only learned how to make arepas but also improved their confidence in asking and giving information on processes. They realized that knowing how to ask questions politely, clarify details, and sequence instructions was crucial in daily interactions, whether in a market, a workshop, or even in a professional context.

As they walked away with a bag of freshly made arepas, María laughed and said, By the time we get home, we will have been teaching all our friends how to make these!