EXPLORE MEXICAN SPANISH

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64unique phrases · 3% of collection

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Difficulty3 branches

Poquito’s learning difficulty bands reflect length, vocabulary, grammar and idiom. These are editorial estimates, not CEFR levels.

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64 results
  1. Can you hear me?¿Me escuchas?

    “¿Me escuchas?” means “Can you hear me?” in Mexican Spanish. Natural for calls; ¿Me oyes? is also valid.

  2. 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.

  3. Go home.Ve a casa.

    “Ve a casa.” means “Go home.” in Mexican Spanish. Direct someone to go home, e.g.

  4. Wait here.Espera aquí.

    “Espera aquí.” means “Wait here.” in Mexican Spanish. Ask someone to remain in the indicated location.

  5. Can I sit here?¿Me puedo sentar aquí?

    “¿Me puedo sentar aquí?” means “Can I sit here?” in Mexican Spanish. Conversational word order.

  6. Hold it.Sujétalo.

    “Sujétalo.” means “Hold it.” in Mexican Spanish. Ask someone to physically hold/grip an understood item, not wait.

  7. Get out quickly.Sal rápido.

    “Sal rápido.” means “Get out quickly.” in Mexican Spanish. Give an urgent instruction to leave a place quickly.

  8. Help me sit down.Ayúdame a sentarme.

    “Ayúdame a sentarme.” means “Help me sit down.” in Mexican Spanish. Request physical help to sit, not tell someone to sit independently.

  9. Help me get up.Ayúdame a levantarme.

    “Ayúdame a levantarme.” means “Help me get up.” in Mexican Spanish. Request physical help to rise, not tell someone to stand independently.

  10. Get your things.Toma tus cosas.

    “Toma tus cosas.” means “Get your things.” in Mexican Spanish. Ask someone to gather/take their belongings before leaving.

  11. Don’t cry.No llores.

    “No llores.” means “Don’t cry.” in Mexican Spanish. Comfort someone who is crying.

  12. Don’t go.No te vayas.

    “No te vayas.” means “Don’t go.” in Mexican Spanish. Ask someone not to leave.

  13. Can we meet today?¿Podemos vernos hoy?

    “¿Podemos vernos hoy?” means “Can we meet today?” in Mexican Spanish. Natural informal meeting; reunirnos suits a meeting context.

  14. 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.

  15. Don’t shout.No grites.

    “No grites.” means “Don’t shout.” in Mexican Spanish. Ask someone to lower their voice without demanding complete silence.

  16. Take it there.Llévalo allí.

    “Llévalo allí.” means “Take it there.” in Mexican Spanish. Ask someone to take an understood object to another indicated place away from the speaker.

  17. Set it up.Prepáralo.

    “Prepáralo.” means “Set it up.” in Mexican Spanish. Ask someone to prepare an understood item or event.

  18. Figure it out.Resuélvelo.

    “Resuélvelo.” means “Figure it out.” in Mexican Spanish. Ask someone to solve an understood problem.

  19. Let it go.Déjalo ir.

    “Déjalo ir.” means “Let it go.” in Mexican Spanish. Allow an understood person or thing to leave. This selects literal release.

  20. Look here.Mira aquí.

    “Mira aquí.” means “Look here.” in Mexican Spanish. Direct attention to an indicated place or item.

  21. Taste it.Pruébalo.

    “Pruébalo.” means “Taste it.” in Mexican Spanish. Invite the listener to sample/taste an understood food or drink.

  22. Hang up the phone.Cuelga el teléfono.

    “Cuelga el teléfono.” means “Hang up the phone.” in Mexican Spanish. Ask someone to end a phone call.

  23. Leave it.Déjalo.

    “Déjalo.” means “Leave it.” in Mexican Spanish. Leave an understood object alone or as it is. For a feminine object, déjala.

  24. 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.

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 role4 branches

What the phrase does in a conversation. A phrase can have several standardized roles, such as asking, answering or sharing information.

Situations59 branches

The specific setting recorded by the editorial review. Not every phrase has a named situation.

Not recorded6Advise taking an umbrella along.1Allow an understood person or thing to leave. This selects literal release.1Arrival registration at a hotel/event.1Ask a trusted person or partner to remain with the speaker.1Ask for a personal promise or assurance from a familiar listener.1Ask for confidence in the speaker’s ability/support, not factual belief in a statement.1Ask for help locking an understood item.1Ask someone not to argue verbally.1Ask someone not to leave.1Ask someone to allow more time.1Ask someone to change the bed sheets as a household task.1Ask someone to dress smartly for an occasion.1Ask someone to end a phone call.1Ask someone to fill an understood bottle.1Ask someone to gather/take their belongings before leaving.1Ask someone to grip securely for their own stability, e.g.1Ask someone to imitate a demonstrated approach, not to physically follow the speaker.1Ask someone to increase the music volume.1Ask someone to iron clothing.1Ask someone to keep already shared information private.1Ask someone to leave the current physical arrangement unchanged.1Ask someone to look up an understood word in a dictionary or reference.1Ask someone to lower their voice without demanding complete silence.1Ask someone to perform the understood action.1Ask someone to physically hold/grip an understood item, not wait.1Ask someone to prepare an understood item or event.1Ask someone to remain in the indicated location.1Ask someone to return.1Ask someone to solve an understood problem.1Ask someone to stop discussing a subject.1Ask someone to take an understood object to another indicated place away from the speaker.1Ask someone to tidy or organize a closet.1Ask the listener to consider the understood suggestion.1Ask the listener to follow the speaker’s advice.1Ask to accompany someone who is leaving.1Ask to cover an understood item/container.1Ask to wrap an understood item, e.g.1Comfort someone who is crying.1Direct attention to an indicated place or item.1Direct someone to go home, e.g.1Direct someone upstairs.1Direct the listener’s gaze downward toward an understood point.1Encourage someone to sleep/rest.1Firm request for honesty.1Firmly tell someone to leave.1Friendly instruction to remain warmly dressed.1Give an ordinary household bathing instruction.1Give an urgent instruction to leave a place quickly.1Invite the listener to sample/taste an understood food or drink.1Leave an understood object alone or as it is. For a feminine object, déjala.1Optional prayer asking for strength in a difficult situation.1Politely ask someone not to smoke at the present location.1Remind someone not to forget an understood task or item.1Request physical help to rise, not tell someone to stand independently.1Request physical help to sit, not tell someone to sit independently.1Set a clear boundary against repetition of an understood action.1Understand a clinician’s formal request to lie down.1Wake someone who is sleeping.1
Gender forms1 branches

Explore the grammatical gender forms recorded for each phrase. Grammatical gender is different from the speaker’s identity.

Who or what gender refers to1 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 families97 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 risk2 branches

Editorial estimate of the chance of confusing the expression with another; higher values indicate more risk.

Spanish word count2 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.

Length difficulty factor5 branches

Recorded points for this component of the difficulty score. See each phrase for the assessment note.

Vocabulary difficulty factor5 branches

Recorded points for this component of the difficulty score. See each phrase for the assessment note.

Grammar difficulty factor8 branches

Recorded points for this component of the difficulty score. See each phrase for the assessment note.

Idiom difficulty factor4 branches

Recorded points for this component of the difficulty score. See each phrase for the assessment note.

Reuse difficulty factor4 branches

Recorded points for this component of the difficulty score. See each phrase for the assessment note.

Unique Vocabulary Families58 branches

Explore the recorded editorial values for this metric. Missing values are explicitly marked.

New Families Vs Baseline70 branches

Explore the recorded editorial values for this metric. Missing values are explicitly marked.

New Vocabulary Vs Baseline2 branches

Explore the recorded editorial values for this metric. Missing values are explicitly marked.

Pronunciation Included1 branches

Explore the recorded editorial values for this metric. Missing values are explicitly marked.