EXPLORE MEXICAN SPANISH
2 · Easy · Added · 3 · 12
Explore 18 phrases matching every part of this trail. Follow another branch to narrow the collection, or open a phrase to learn its meaning and use.
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Topics17 branches
Find phrases for everyday situations and conversations. A phrase can belong to several topics.
Difficulty4 branches
Poquito’s learning difficulty bands reflect length, vocabulary, grammar and idiom. These are editorial estimates, not CEFR levels.
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18 results- Can you do me a favor?¿Me puedes hacer un favor?
“¿Me puedes hacer un favor?” means “Can you do me a favor?” in Mexican Spanish. Natural conversational order.
- When will it be ready?¿Cuándo va a estar listo? / ¿Cuándo va a estar lista?
“¿Cuándo va a estar listo? / ¿Cuándo va a estar lista?” means “When will it be ready?” in Mexican Spanish. Ask when something will be ready. Use listo for a masculine referent and lista for a feminine one.
- Can she come with us?¿Ella puede venir con nosotros?
“¿Ella puede venir con nosotros?” means “Can she come with us?” in Mexican Spanish. Ask whether she can join the group. Use nosotras when everyone in the group is female.
- Not really.La verdad es que no.
“La verdad es que no.” means “Not really.” in Mexican Spanish. Give a softened negative answer.
- Can I have this, please?¿Me das esto, por favor?
“¿Me das esto, por favor?” means “Can I have this, please?” in Mexican Spanish. For requesting an item; asking to keep/take something needs different wording.
- Whose fault is it?¿De quién es la culpa?
“¿De quién es la culpa?” means “Whose fault is it?” in Mexican Spanish. Ask who is responsible for an understood error or problem.
- I can’t trust you.No puedo confiar en ti.
“No puedo confiar en ti.” means “I can’t trust you.” in Mexican Spanish. Explain the speaker cannot trust the listener in an appropriate serious conversation.
- Is it cheaper online?¿Es más barato en línea?
“¿Es más barato en línea?” means “Is it cheaper online?” in Mexican Spanish. Compare online and in-person prices.
- Please don’t smoke here.No fumes aquí, por favor.
“No fumes aquí, por favor.” means “Please don’t smoke here.” in Mexican Spanish. Politely ask someone not to smoke at the present location.
- Help me lock it.Ayúdame a cerrarlo con llave.
“Ayúdame a cerrarlo con llave.” means “Help me lock it.” in Mexican Spanish. Ask for help locking an understood item.
- You make me feel at home.Me haces sentir en casa.
“Me haces sentir en casa.” means “You make me feel at home.” in Mexican Spanish. Tell listener they make speaker feel welcome or at home.
- Can you give me a discount?¿Me puedes hacer un descuento?
“¿Me puedes hacer un descuento?” means “Can you give me a discount?” in Mexican Spanish. Politely ask a seller whether they can offer a discount.
- I have a gift for you.Tengo un regalo para ti.
“Tengo un regalo para ti.” means “I have a gift for you.” in Mexican Spanish. Announce having a gift for the listener before handing it over.
- When will you know?¿Cuándo lo vas a saber?
“¿Cuándo lo vas a saber?” means “When will you know?” in Mexican Spanish. Ask when information or a result will become known.
- What time do you go to sleep?¿A qué hora te duermes?
“¿A qué hora te duermes?” means “What time do you go to sleep?” in Mexican Spanish. Ask about the time someone falls asleep. ¿A qué hora te acuestas? asks when they go to bed.
- Is it bad for your health?¿Es malo para tu salud?
“¿Es malo para tu salud?” means “Is it bad for your health?” in Mexican Spanish. Ask about a possible health risk.
- I won’t worry.No me voy a preocupar.
“No me voy a preocupar.” means “I won’t worry.” in Mexican Spanish. Acknowledge/reassure that the speaker will not worry about the understood matter.
- Will he stay?¿Él se va a quedar?
“¿Él se va a quedar?” means “Will he stay?” in Mexican Spanish. Confirm whether another person intends to stay.
Technical Specs
Formality and register2 branches
How a phrase addresses someone: Neutral, Familiar (tú), or Formal (usted). Politeness also depends on wording and context; tú can be polite.
Conversation role6 branches
What the phrase does in a conversation. A phrase can have several standardized roles, such as asking, answering or sharing information.
Situations14 branches
The specific setting recorded by the editorial review. Not every phrase has a named situation.
Gender forms2 branches
Explore the grammatical gender forms recorded for each phrase. Grammatical gender is different from the speaker’s identity.
Who or what gender refers to2 branches
Find whether gender wording relates to the speaker, listener, noun or object.
Learning collections3 branches
The fixed introductory collection and editorial Core or Expansion placements.
Vocabulary families38 branches
Browse recorded word families shared by phrases. These editorial family labels may not be dictionary headwords.
Vocabulary familiarity3 branches
Everyday, less common and specialized vocabulary, considered separately from grammatical difficulty.
Reusability3 branches
Editorial score for how broadly an expression can be reused; higher scores indicate more reuse.
Ambiguity risk3 branches
Editorial score for how strongly meaning can depend on context; higher values indicate more ambiguity.
Confusion risk3 branches
Editorial estimate of the chance of confusing the expression with another; higher values indicate more risk.
Spanish word count1 branches
Explore shorter and longer expressions using the recorded Spanish word count.
Usefulness score3 branches
The detailed editorial usefulness score, distinct from the three usefulness labels.
Difficulty score2 branches
Scores run from 5 to 100. These ten-point ranges show the finer distribution within difficulty bands.
Vocabulary contribution2 branches
Recorded number of vocabulary-family contributions; it is not a learner’s vocabulary size.
Review dates2 branches
When the recorded editorial review was performed.
Editorial quality1 branches
Recorded review status and quality classification.
Source batches2 branches
Editorial import batches where source information is recorded.
Review methods2 branches
How the recorded editorial ratings were assigned. These are assessments rather than measured learning outcomes.
Introductory speakers1 branches
The speaker roles recorded for the fixed introductory dialogue.
Vocabulary difficulty factor4 branches
Recorded points for this component of the difficulty score. See each phrase for the assessment note.
Grammar difficulty factor9 branches
Recorded points for this component of the difficulty score. See each phrase for the assessment note.
Idiom difficulty factor3 branches
Recorded points for this component of the difficulty score. See each phrase for the assessment note.
Reuse difficulty factor3 branches
Recorded points for this component of the difficulty score. See each phrase for the assessment note.
Unique Vocabulary Families13 branches
Explore the recorded editorial values for this metric. Missing values are explicitly marked.
New Families Vs Baseline18 branches
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New Vocabulary Vs Baseline2 branches
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Pronunciation Included1 branches
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