EXPLORE MEXICAN SPANISH
2 · 0 · Beginner · Health and Getting Help
Symptoms, safety, asking for assistance and understanding care or help instructions.
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Topics78 branches
Find phrases for everyday situations and conversations. A phrase can belong to several topics.
Difficulty2 branches
Poquito’s learning difficulty bands reflect length, vocabulary, grammar and idiom. These are editorial estimates, not CEFR levels.
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56 results- I need help.Necesito ayuda.
“Necesito ayuda.” means “I need help.” in Mexican Spanish. Existing card.
- It’s not safe.No es seguro.
“No es seguro.” means “It’s not safe.” in Mexican Spanish. State that an understood action or place is unsafe. For an action or situation, keep seguro. An understood feminine object takes segura.
- I’m in pain.Tengo dolor.
“Tengo dolor.” means “I’m in pain.” in Mexican Spanish. Report being in pain, followed by location/details when asked.
- Are you okay?¿Estás bien?
“¿Estás bien?” means “Are you okay?” in Mexican Spanish. Check the listener’s well-being, e.g.
- I have a fever.Tengo fiebre.
“Tengo fiebre.” means “I have a fever.” in Mexican Spanish. Describe having a fever in a healthcare conversation.
- I feel dizzy.Estoy mareado.
“Estoy mareado.” means “I feel dizzy.” in Mexican Spanish. Describe dizziness to someone assisting. Female speaker: Estoy mareada.
- Hands up.Manos arriba.
“Manos arriba.” means “Hands up.” in Mexican Spanish. Understand a hands-up posture instruction in an appropriate safety/game context.
- I’m injured.Estoy herido.
“Estoy herido.” means “I’m injured.” in Mexican Spanish. Report physical injury. Female speaker: Estoy herida.
- There is a problem.Hay un problema.
“Hay un problema.” means “There is a problem.” in Mexican Spanish. This expression belongs to Everyday Conversation. Respond / explain.
- Can they help?¿Ellos pueden ayudar?
“¿Ellos pueden ayudar?” means “Can they help?” in Mexican Spanish. Check whether an understood group can provide assistance.
- I need an ambulance.Necesito una ambulancia.
“Necesito una ambulancia.” means “I need an ambulance.” in Mexican Spanish.
- They won’t drink water.No toma agua.
“No toma agua.” means “They won’t drink water.” in Mexican Spanish.
- I need a doctor.Necesito un médico.
“Necesito un médico.” means “I need a doctor.” in Mexican Spanish. Request a doctor or explain needing medical attention.
- Do you have pain?¿Tiene dolor?
“¿Tiene dolor?” means “Do you have pain?” in Mexican Spanish. Understand a formal yes/no question about pain.
- It’s an emergency!¡Es una emergencia!
“¡Es una emergencia!” means “It’s an emergency!” in Mexican Spanish. Explicitly report emergency status so urgency is understood.
- There’s a fire!¡Hay un incendio!
“¡Hay un incendio!” means “There’s a fire!” in Mexican Spanish. Warn that there is a fire.
- Is there an elevator?¿Hay elevador?
“¿Hay elevador?” means “Is there an elevator?” in Mexican Spanish.
- Can you help me?¿Puedes ayudarme?
“¿Puedes ayudarme?” means “Can you help me?” in Mexican Spanish. A request for help. ¿Me puedes ayudar? is another natural word order; formal: ¿Me puede ayudar?
- I can’t sleep.No puedo dormir.
“No puedo dormir.” means “I can’t sleep.” in Mexican Spanish. Report difficulty sleeping, not desire to sleep or a bedtime instruction.
- I’m allergic to peanuts.Tengo alergia al cacahuate.
“Tengo alergia al cacahuate.” means “I’m allergic to peanuts.” in Mexican Spanish.
Technical Specs
Formality and register3 branches
How a phrase addresses someone: Neutral, Familiar (tú), or Formal (usted). Politeness also depends on wording and context; tú can be polite.
Conversation role7 branches
What the phrase does in a conversation. A phrase can have several standardized roles, such as asking, answering or sharing information.
Situations30 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 to3 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 families77 branches
Browse recorded word families shared by phrases. These editorial family labels may not be dictionary headwords.
Vocabulary familiarity4 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 value5 branches
Editorial estimate of how much the phrase adds to the collection’s practical coverage.
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 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 dates6 branches
When the recorded editorial review was performed.
Editorial quality1 branches
Recorded review status and quality classification.
Source batches5 branches
Editorial import batches where source information is recorded.
Review methods5 branches
How the recorded editorial ratings were assigned. These are assessments rather than measured learning outcomes.
Source review decisions2 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 factor4 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 factor4 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 Families34 branches
Explore the recorded editorial values for this metric. Missing values are explicitly marked.
New Families Vs Baseline37 branches
Explore the recorded editorial values for this metric. Missing values are explicitly marked.
New Vocabulary Vs Baseline3 branches
Explore the recorded editorial values for this metric. Missing values are explicitly marked.
Pronunciation Included2 branches
Explore the recorded editorial values for this metric. Missing values are explicitly marked.