EXPLORE MEXICAN SPANISH
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Explore 30 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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Topics22 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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30 results- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
- Are we leaving now?¿Ya nos vamos?
“¿Ya nos vamos?” means “Are we leaving now?” in Mexican Spanish. Check whether a group is departing immediately.
- 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.
- I’ll stay.Me voy a quedar.
“Me voy a quedar.” means “I’ll stay.” in Mexican Spanish. Commit to remaining at the understood place or event.
- 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.
- I make the bed.Hago la cama.
“Hago la cama.” means “I make the bed.” in Mexican Spanish. Describe making the bed as a household chore.
- 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.
- There’s a way.Hay una manera.
“Hay una manera.” means “There’s a way.” in Mexican Spanish. Reassure that some method/solution exists for the understood problem.
- 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.
- Take my advice.Sigue mi consejo.
“Sigue mi consejo.” means “Take my advice.” in Mexican Spanish. Ask the listener to follow the speaker’s advice.
- Leave it like that.Déjalo así.
“Déjalo así.” means “Leave it like that.” in Mexican Spanish. Ask someone to leave the current physical arrangement unchanged.
- 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.
- 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.
- Stay warm.Mantente abrigado.
“Mantente abrigado.” means “Stay warm.” in Mexican Spanish. Friendly instruction to remain warmly dressed.
- Hold on tight.Agárrate bien.
“Agárrate bien.” means “Hold on tight.” in Mexican Spanish. Ask someone to grip securely for their own stability, e.g.
- It’s across the street.Está al otro lado de la calle.
“Está al otro lado de la calle.” means “It’s across the street.” in Mexican Spanish. The place is across the street. Keep the street as the reference point.
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.
Situations30 branches
The specific setting recorded by the editorial review. Not every phrase has a named situation.
Gender forms1 branches
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Who or what gender refers to1 branches
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Learning collections2 branches
The fixed introductory collection and editorial Core or Expansion placements.
Vocabulary families50 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.
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.
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 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 factor5 branches
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Grammar difficulty factor9 branches
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Reuse difficulty factor4 branches
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Unique Vocabulary Families18 branches
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New Families Vs Baseline31 branches
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New Vocabulary Vs Baseline2 branches
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Pronunciation Included1 branches
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