EXPLORE MEXICAN SPANISH
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Explore 38 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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Topics24 branches
Find phrases for everyday situations and conversations. A phrase can belong to several topics.
Difficulty2 branches
Poquito’s learning difficulty bands reflect length, vocabulary, grammar and idiom. These are editorial estimates, not CEFR levels.
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38 results- Can you fix it?¿Puedes arreglarlo?
“¿Puedes arreglarlo?” means “Can you fix it?” in Mexican Spanish. Ask someone to repair a contextually understood item/problem.
- I’m bleeding.Estoy sangrando.
“Estoy sangrando.” means “I’m bleeding.” in Mexican Spanish. Report active bleeding as a symptom.
- Do you remember me?¿Me recuerdas?
“¿Me recuerdas?” means “Do you remember me?” in Mexican Spanish. Check recognition when meeting someone again.
- I’ll help you.Te ayudo.
“Te ayudo.” means “I’ll help you.” in Mexican Spanish. Offer/commit to helping the listener.
- I’ll let you know.Te aviso.
“Te aviso.” means “I’ll let you know.” in Mexican Spanish. Promise to notify the listener about a result/update.
- Don’t touch.No toques.
“No toques.” means “Don’t touch.” in Mexican Spanish. Ask someone not to touch the indicated object.
- Bring it here.Tráelo aquí.
“Tráelo aquí.” means “Bring it here.” in Mexican Spanish. Ask someone to bring an understood object here toward the speaker.
- Can you try it?¿Puedes intentarlo?
“¿Puedes intentarlo?” means “Can you try it?” in Mexican Spanish. Ask another person to attempt the understood task.
- I am eating.Estoy comiendo.
“Estoy comiendo.” means “I am eating.” in Mexican Spanish. Explain that eating is happening now.
- I mean...Quiero decir...
“Quiero decir...” means “I mean...” in Mexican Spanish. Conventional self-correction marker followed by the corrected wording.
- I can fix it.Puedo arreglarlo.
“Puedo arreglarlo.” means “I can fix it.” in Mexican Spanish. Offer to repair an understood item.
- I plan to drive.Planeo manejar.
“Planeo manejar.” means “I plan to drive.” in Mexican Spanish. State an intention to drive in a travel plan.
- Are you in love?¿Estás enamorado?
¿Estás enamorado? asks whether the listener is in love. Use enamorada when referring to a female listener. This is a personal question, so the relationship and context matter.
- You can tell me.Puedes decírmelo.
“Puedes decírmelo.” means “You can tell me.” in Mexican Spanish. Give permission or reassurance to disclose something to the speaker.
- You can keep it.Puedes quedártelo.
“Puedes quedártelo.” means “You can keep it.” in Mexican Spanish. Allow the listener to retain an object as their own.
- Do you know him?¿Lo conoces?
“¿Lo conoces?” means “Do you know him?” in Mexican Spanish. Ask personal acquaintance with an already identified man.
- Do you love me?¿Me amas?
“¿Me amas?” means “Do you love me?” in Mexican Spanish. Ask a romantic partner whether they love the speaker.
- Does it matter to you?¿Te importa?
“¿Te importa?” means “Does it matter to you?” in Mexican Spanish. Ask whether an understood issue matters to the listener; this is about importance.
- Do you mind?¿Te molesta?
“¿Te molesta?” means “Do you mind?” in Mexican Spanish. Ask whether a proposed action bothers the listener. Reply explicitly: No, no me molesta.
- Don’t shout.No grites.
“No grites.” means “Don’t shout.” in Mexican Spanish. Ask someone to lower their voice without demanding complete silence.
- Do you believe me?¿Me crees?
“¿Me crees?” means “Do you believe me?” in Mexican Spanish. Ask whether the listener believes the speaker’s factual statement.
- Take it there.Llévalo allí.
“Llévalo allí.” means “Take it there.” in Mexican Spanish. Ask someone to take an understood object to another indicated place away from the speaker.
- I care about you.Me importas.
“Me importas.” means “I care about you.” in Mexican Spanish. Tell a familiar listener that they matter to the speaker.
- I plan to travel.Planeo viajar.
“Planeo viajar.” means “I plan to travel.” in Mexican Spanish. State an intention to travel when discussing future plans.
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 role8 branches
What the phrase does in a conversation. A phrase can have several standardized roles, such as asking, answering or sharing information.
Situations38 branches
The specific setting recorded by the editorial review. Not every phrase has a named situation.
Gender forms2 branches
Explore the grammatical gender forms recorded for each phrase. Grammatical gender is different from the speaker’s identity.
Who or what gender refers to2 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 families41 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 risk3 branches
Editorial estimate of the chance of confusing the expression with another; higher values indicate more risk.
Spanish word count1 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.
Introductory speakers1 branches
The speaker roles recorded for the fixed introductory dialogue.
Vocabulary difficulty factor4 branches
Recorded points for this component of the difficulty score. See each phrase for the assessment note.
Idiom difficulty factor3 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 Families23 branches
Explore the recorded editorial values for this metric. Missing values are explicitly marked.
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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