EXPLORE MEXICAN SPANISH

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27unique 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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27 results
  1. You are safe.Estás a salvo.

    “Estás a salvo.” means “You are safe.” in Mexican Spanish. Reassure a person that they are out of danger in an appropriate understood situation.

  2. Do we have to stop?¿Tenemos que parar?

    “¿Tenemos que parar?” means “Do we have to stop?” in Mexican Spanish. Ask whether the group needs to stop the current action or journey.

  3. 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.

  4. Get ready.Prepárate.

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

  5. Tell him.Díselo.

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

  6. 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.

  7. 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.

  8. 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.

  9. 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.

  10. Did they leave?¿Ya se fueron?

    “¿Ya se fueron?” means “Did they leave?” in Mexican Spanish. Check whether a group has already departed.

  11. 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.

  12. 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.

  13. 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.

  14. We have a deal.Tenemos un trato.

    “Tenemos un trato.” means “We have a deal.” in Mexican Spanish. Confirm reaching a deal in an understood negotiation.

  15. It’s time to go.Es hora de irse.

    “Es hora de irse.” means “It’s time to go.” in Mexican Spanish. Prompt departure because it is time to go.

  16. You can join us.Puedes acompañarnos.

    “Puedes acompañarnos.” means “You can join us.” in Mexican Spanish. Invite the listener to join the speaker’s group.

  17. 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.

  18. 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.

  19. 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.

  20. Go away.Vete.

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

  21. 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.

  22. 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.

  23. I think of you.Pienso en ti.

    “Pienso en ti.” means “I think of you.” in Mexican Spanish. Express affectionate thoughts of the listener with appropriate familiarity.

  24. God, give me strength.Dios, dame fuerza.

    “Dios, dame fuerza.” means “God, give me strength.” in Mexican Spanish. Optional prayer asking for strength in a difficult situation.

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.

Situations27 branches

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

Ask a driver to pull over. This form addresses usted.1Ask about the expected duration of a known task or trip.1Ask for operating or usage instructions for an understood item.1Ask for pronunciation of an understood word/name.1Ask someone to grip securely for their own stability, e.g.1Ask someone to set the table before a meal.1Ask the listener to relay an already understood message to an identified man.1Ask whether the group needs to stop the current action or journey.1Ask whether the speaker and companions need to act urgently.1Celebrate another person’s good news with happiness for them.1Check whether a door was locked, not simply closed.1Check whether a group has already departed.1Confirm reaching a deal in an understood negotiation.1Explain holding an item aside for the listener’s use, e.g.1Explain the need to end a visit or conversation.1Express affectionate thoughts of the listener with appropriate familiarity.1Express liking/attraction toward the listener with appropriate familiarity.1Firmly tell someone to leave.1Gently ask what is occupying someone’s thoughts, rather than solicit an opinion on a shared topic.1Give precaution as a reason for doing/taking something extra.1Invite shared enjoyment of an activity.1Invite the listener to join the speaker’s group.1Optional prayer asking for strength in a difficult situation.1Prompt departure because it is time to go.1Reassure a person that they are out of danger in an appropriate understood situation.1Specify speaking or meeting face to face rather than remotely.1Tell someone to prepare for the understood next activity.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 collections2 branches

The fixed introductory collection and editorial Core or Expansion placements.

Vocabulary families44 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 contribution1 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 factor5 branches

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

Grammar difficulty factor11 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 Families27 branches

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

New Families Vs Baseline30 branches

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New Vocabulary Vs Baseline1 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.