EXPLORE MEXICAN SPANISH
2 · 4 · Easy · 31–40
Explore 37 phrases matching every part of this trail. Follow another branch to narrow the collection, or open a phrase to learn its meaning and use.
Practice this group ↗INSIDE THIS COLLECTION
Difficulty
Usefulness
Choose your next branch
Topics28 branches
Find phrases for everyday situations and conversations. A phrase can belong to several topics.
Difficulty1 branches
Poquito’s learning difficulty bands reflect length, vocabulary, grammar and idiom. These are editorial estimates, not CEFR levels.
Filters
Memorization uses your latest English-first rating.
Find your phrase
37 results- How long will it take?¿Cuánto va a tardar?
“¿Cuánto va a tardar?” means “How long will it take?” in Mexican Spanish. Ask about the expected duration of a known task or trip.
- Can I have another one?¿Me das otro?
“¿Me das otro?” means “Can I have another one?” in Mexican Spanish. Ask for another item/serving of the understood kind.
- How do you close it?¿Cómo se cierra?
“¿Cómo se cierra?” means “How do you close it?” in Mexican Spanish. Ask how a device/container/door is closed.
- Get ready.Prepárate.
“Prepárate.” means “Get ready.” in Mexican Spanish. Tell someone to prepare for the understood next activity.
- How do you open it?¿Cómo se abre?
“¿Cómo se abre?” means “How do you open it?” in Mexican Spanish. Ask how a device/container/door is opened.
- How do you use it?¿Cómo se usa?
“¿Cómo se usa?” means “How do you use it?” in Mexican Spanish. Ask for operating or usage instructions for an understood item.
- How do you pronounce it?¿Cómo se pronuncia?
“¿Cómo se pronuncia?” means “How do you pronounce it?” in Mexican Spanish. Ask for pronunciation of an understood word/name.
- I have to leave.Tengo que irme.
“Tengo que irme.” means “I have to leave.” in Mexican Spanish. Explain the need to end a visit or conversation.
- Please pull over.Oríllese, por favor.
“Oríllese, por favor.” means “Please pull over.” in Mexican Spanish. Ask a driver to pull over. This form addresses usted.
- Did they leave?¿Ya se fueron?
“¿Ya se fueron?” means “Did they leave?” in Mexican Spanish. Check whether a group has already departed.
- Do we need to hurry?¿Tenemos que apurarnos?
“¿Tenemos que apurarnos?” means “Do we need to hurry?” in Mexican Spanish. Ask whether the speaker and companions need to act urgently.
- Did you lock the door?¿Cerraste la puerta con llave?
“¿Cerraste la puerta con llave?” means “Did you lock the door?” in Mexican Spanish. Check whether a door was locked, not simply closed.
- It’s over.Se acabó.
“Se acabó.” means “It’s over.” in Mexican Spanish. Say an event/situation has ended, not merely that a work task is finished.
- Set the table.Pon la mesa.
“Pon la mesa.” means “Set the table.” in Mexican Spanish. Ask someone to set the table before a meal.
- I like you.Me gustas.
Me gustas usually expresses personal or romantic attraction when addressed to someone directly. To say you like someone as a person without suggesting attraction, me caes bien is often the clearer choice.
- I'm happy for you.Me alegro por ti.
“Me alegro por ti.” means “I'm happy for you.” in Mexican Spanish. Celebrate another person’s good news with happiness for them.
- Make the bed.Haz la cama.
“Haz la cama.” means “Make the bed.” in Mexican Spanish. Ask someone to make the bed as a household task.
- Why do you disagree?¿Por qué no estás de acuerdo?
“¿Por qué no estás de acuerdo?” means “Why do you disagree?” in Mexican Spanish. Ask the listener to explain disagreement respectfully.
- What are you thinking about?¿En qué estás pensando?
“¿En qué estás pensando?” means “What are you thinking about?” in Mexican Spanish. Gently ask what is occupying someone’s thoughts, rather than solicit an opinion on a shared topic.
- 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.
- Whose turn is it?¿A quién le toca?
“¿A quién le toca?” means “Whose turn is it?” in Mexican Spanish. Ask whose turn it is now in a game or queue.
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 role8 branches
What the phrase does in a conversation. A phrase can have several standardized roles, such as asking, answering or sharing information.
Situations37 branches
The specific setting recorded by the editorial review. Not every phrase has a named situation.
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 collections2 branches
The fixed introductory collection and editorial Core or Expansion placements.
Vocabulary families62 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.
Confusion risk2 branches
Editorial estimate of the chance of confusing the expression with another; higher values indicate more risk.
Spanish word count3 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.
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 factor7 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.
Grammar difficulty factor9 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 Families28 branches
Explore the recorded editorial values for this metric. Missing values are explicitly marked.
New Families Vs Baseline42 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.