EXPLORE MEXICAN SPANISH
2 · 4 · Easy · Keeping a Conversation Going
Greetings, introductions, follow-up questions, opinions, reasons and conversational replies.
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Topics32 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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25 results- Do I have to go?¿Tengo que ir?
“¿Tengo que ir?” means “Do I have to go?” in Mexican Spanish. Ask whether going/leaving is necessary, rather than ask advice or permission.
- Do I have to wait?¿Tengo que esperar?
“¿Tengo que esperar?” means “Do I have to wait?” in Mexican Spanish. Ask whether waiting is required, rather than whether waiting would be advisable.
- Do I have to do this?¿Tengo que hacer esto?
“¿Tengo que hacer esto?” means “Do I have to do this?” in Mexican Spanish. Ask whether performing the understood task is required.
- 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.
- 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.
- 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.
- I mean...Quiero decir...
“Quiero decir...” means “I mean...” in Mexican Spanish. Conventional self-correction marker followed by the corrected wording.
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
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.
Situations25 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 families35 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.
Reusability2 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 factor5 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 factor10 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 Families13 branches
Explore the recorded editorial values for this metric. Missing values are explicitly marked.
New Families Vs Baseline18 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 Included2 branches
Explore the recorded editorial values for this metric. Missing values are explicitly marked.