EXPLORE MEXICAN SPANISH

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24unique phrases · 1% 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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24 results
  1. 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.

  2. I did it.Lo hice.

    “Lo hice.” means “I did it.” in Mexican Spanish. Confirm having completed the understood action.

  3. 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.

  4. Get ready.Prepárate.

    “Prepárate.” means “Get ready.” in Mexican Spanish. Tell someone to prepare for the understood next activity.

  5. 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.

  6. Tell him.Díselo.

    “Díselo.” means “Tell him.” in Mexican Spanish. Ask the listener to relay an already understood message to an identified man.

  7. 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.

  8. 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.

  9. Just in case.Por si acaso.

    “Por si acaso.” means “Just in case.” in Mexican Spanish. Give precaution as a reason for doing/taking something extra.

  10. Could you give me a hand?¿Me echas la mano?

    “¿Me echas la mano?” means “Could you give me a hand?” in Mexican Spanish. Echar la mano is a conversational Mexican expression for helping someone. Use ¿Me echa la mano? with someone you address as usted.

  11. 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.

  12. 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.

  13. 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.

  14. 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.

  15. Go away.Vete.

    “Vete.” means “Go away.” in Mexican Spanish. Firmly tell someone to leave.

  16. 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.

  17. I made a mistake.Cometí un error.

    “Cometí un error.” means “I made a mistake.” in Mexican Spanish. Acknowledge making an error, e.g.

  18. Turn up the music.Súbele a la música.

    “Súbele a la música.” means “Turn up the music.” in Mexican Spanish. Ask someone to increase the music volume.

  19. From now on.De ahora en adelante.

    “De ahora en adelante.” means “From now on.” in Mexican Spanish. Mark a new rule/arrangement applying from this moment onward.

  20. Face to face.Cara a cara.

    “Cara a cara.” means “Face to face.” in Mexican Spanish. Specify speaking or meeting face to face rather than remotely.

  21. Stay warm.Mantente abrigado.

    “Mantente abrigado.” means “Stay warm.” in Mexican Spanish. Friendly instruction to remain warmly dressed.

  22. Don’t cheat.No hagas trampa.

    “No hagas trampa.” means “Don’t cheat.” in Mexican Spanish. Ask someone to follow the rules of a game/test.

  23. I had a dream.Tuve un sueño.

    “Tuve un sueño.” means “I had a dream.” in Mexican Spanish. Introduce a dream from sleep, not an ambition or a general noun label.

  24. The rain stopped.Dejó de llover.

    “Dejó de llover.” means “The rain stopped.” in Mexican Spanish. Report rain ending, distinct from current rainfall.

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 role7 branches

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

Situations24 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 families34 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 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.

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 factor6 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.

Unique Vocabulary Families19 branches

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

New Families Vs Baseline27 branches

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New Vocabulary Vs Baseline2 branches

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Pronunciation Included2 branches

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