EXPLORE MEXICAN SPANISH
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Explore 101 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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Topics34 branches
Find phrases for everyday situations and conversations. A phrase can belong to several topics.
Difficulty3 branches
Poquito’s learning difficulty bands reflect length, vocabulary, grammar and idiom. These are editorial estimates, not CEFR levels.
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101 results- Turn it on.Enciéndelo.
“Enciéndelo.” means “Turn it on.” in Mexican Spanish. Ask someone to turn on an understood device.
- Turn it off.Apágalo.
“Apágalo.” means “Turn it off.” in Mexican Spanish. Ask someone to turn off an understood device.
- Give it back.Devuélvelo.
“Devuélvelo.” means “Give it back.” in Mexican Spanish. Ask someone to return an understood object to its owner or original holder.
- How do you feel?¿Cómo te sientes?
“¿Cómo te sientes?” means “How do you feel?” in Mexican Spanish. Ask about someone’s current physical or emotional condition.
- I’m bleeding.Estoy sangrando.
“Estoy sangrando.” means “I’m bleeding.” in Mexican Spanish. Report active bleeding as a symptom.
- Do you remember me?¿Me recuerdas?
“¿Me recuerdas?” means “Do you remember me?” in Mexican Spanish. Check recognition when meeting someone again.
- I’ll help you.Te ayudo.
“Te ayudo.” means “I’ll help you.” in Mexican Spanish. Offer/commit to helping the listener.
- I’ll let you know.Te aviso.
“Te aviso.” means “I’ll let you know.” in Mexican Spanish. Promise to notify the listener about a result/update.
- I feel worse.Me siento peor.
“Me siento peor.” means “I feel worse.” in Mexican Spanish. Report feeling worse, rather than improvement, during an ordinary or healthcare check-in.
- I can’t do it.No puedo hacerlo.
“No puedo hacerlo.” means “I can’t do it.” in Mexican Spanish. Explain inability to do the understood task.
- I can’t help you.No puedo ayudarte.
“No puedo ayudarte.” means “I can’t help you.” in Mexican Spanish. Explain inability to assist the listener, rather than ask for help or reject needed assistance.
- See you there.Nos vemos ahí.
“Nos vemos ahí.” means “See you there.” in Mexican Spanish. Confirm a shared plan to meet at the already indicated place.
- Bring it here.Tráelo aquí.
“Tráelo aquí.” means “Bring it here.” in Mexican Spanish. Ask someone to bring an understood object here toward the speaker.
- Can I use this?¿Puedo usar esto?
“¿Puedo usar esto?” means “Can I use this?” in Mexican Spanish. Ask permission to use the indicated item.
- Answer the phone.Contesta el teléfono.
“Contesta el teléfono.” means “Answer the phone.” in Mexican Spanish. Ask someone to answer the ringing phone.
- Call the police!¡Llama a la policía!
“¡Llama a la policía!” means “Call the police!” in Mexican Spanish. Ask someone to call the police.
- Put it down.Déjalo ahí.
“Déjalo ahí.” means “Put it down.” in Mexican Spanish. Ask someone to set an object down at the indicated place.
- I’ve got it.Lo tengo.
“Lo tengo.” means “I’ve got it.” in Mexican Spanish. Acknowledge physical possession of an understood item.
- I can cook.Sé cocinar.
“Sé cocinar.” means “I can cook.” in Mexican Spanish. State that the speaker knows how to cook.
- Give me less.Dame menos.
“Dame menos.” means “Give me less.” in Mexican Spanish. Request a smaller serving or amount of an understood item.
- Do I look okay?¿Me veo bien?
“¿Me veo bien?” means “Do I look okay?” in Mexican Spanish. Ask for feedback on appearance/clothing before an outing.
- I have to wait.Tengo que esperar.
“Tengo que esperar.” means “I have to wait.” in Mexican Spanish. Explain that the speaker has to wait.
- You can’t drive.No puedes manejar.
“No puedes manejar.” means “You can’t drive.” in Mexican Spanish. State listener cannot drive in an understood current plan.
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 role8 branches
What the phrase does in a conversation. A phrase can have several standardized roles, such as asking, answering or sharing information.
Situations101 branches
The specific setting recorded by the editorial review. Not every phrase has a named situation.
Gender forms2 branches
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Who or what gender refers to3 branches
Find whether gender wording relates to the speaker, listener, noun or object.
Learning collections2 branches
The fixed introductory collection and editorial Core or Expansion placements.
Vocabulary families134 branches
Browse recorded word families shared by phrases. These editorial family labels may not be dictionary headwords.
Vocabulary familiarity2 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.
Coverage gap value2 branches
Editorial estimate of how much the phrase adds to the collection’s practical coverage.
Ambiguity risk2 branches
Editorial score for how strongly meaning can depend on context; higher values indicate more ambiguity.
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 score4 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 dates1 branches
When the recorded editorial review was performed.
Editorial quality1 branches
Recorded review status and quality classification.
Source batches1 branches
Editorial import batches where source information is recorded.
Review methods1 branches
How the recorded editorial ratings were assigned. These are assessments rather than measured learning outcomes.
Source review decisions1 branches
The recorded action taken when a phrase was reviewed in a source batch.
Introductory speakers1 branches
The speaker roles recorded for the fixed introductory dialogue.
Length difficulty factor6 branches
Recorded points for this component of the difficulty score. See each phrase for the assessment note.
Vocabulary difficulty factor6 branches
Recorded points for this component of the difficulty score. See each phrase for the assessment note.
Idiom difficulty factor4 branches
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Reuse difficulty factor4 branches
Recorded points for this component of the difficulty score. See each phrase for the assessment note.
Unique Vocabulary Families65 branches
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New Families Vs Baseline86 branches
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New Vocabulary Vs Baseline2 branches
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Pronunciation Included1 branches
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