EXPLORE MEXICAN SPANISH
13 · Requests · Everyday · 2
Explore 26 phrases matching every part of this trail. Follow another branch to narrow the collection, or open a phrase to learn its meaning and use.
Practice this group ↗INSIDE THIS COLLECTION
Difficulty
Usefulness
Choose your next branch
Topics36 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.
Filters
Memorization uses your latest English-first rating.
Find your phrase
26 results- Turn it on.Enciéndelo.
“Enciéndelo.” means “Turn it on.” in Mexican Spanish. Ask someone to turn on an understood device.
- Turn it off.Apágalo.
“Apágalo.” means “Turn it off.” in Mexican Spanish. Ask someone to turn off an understood device.
- 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.
- Answer the phone.Contesta el teléfono.
“Contesta el teléfono.” means “Answer the phone.” in Mexican Spanish. Ask someone to answer the ringing phone.
- Speak louder.Habla más fuerte.
“Habla más fuerte.” means “Speak louder.” in Mexican Spanish. Ask the listener to speak louder so they can be heard.
- Put it down.Déjalo ahí.
“Déjalo ahí.” means “Put it down.” in Mexican Spanish. Ask someone to set an object down at the indicated place.
- Give me less.Dame menos.
“Dame menos.” means “Give me less.” in Mexican Spanish. Request a smaller serving or amount of an understood item.
- Pick it up.Recógelo.
“Recógelo.” means “Pick it up.” in Mexican Spanish. Ask someone to pick up an understood object.
- Put it away.Guárdalo.
“Guárdalo.” means “Put it away.” in Mexican Spanish. Ask someone to put an understood object away for storage.
- Please stop.Por favor, para.
“Por favor, para.” means “Please stop.” in Mexican Spanish. Politely ask listener to stop an understood ongoing act.
- Don’t shout.No grites.
“No grites.” means “Don’t shout.” in Mexican Spanish. Ask someone to lower their voice without demanding complete silence.
- 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.
- Do the laundry.Lava la ropa.
“Lava la ropa.” means “Do the laundry.” in Mexican Spanish. Ask someone to do the laundry.
- Wash the dishes.Lava los platos.
“Lava los platos.” means “Wash the dishes.” in Mexican Spanish. Ask someone to wash dishes after a meal.
- Keep it secret.Guarda el secreto.
“Guarda el secreto.” means “Keep it secret.” in Mexican Spanish. Ask someone to keep already shared information private.
- Fill up the bottle.Llena la botella.
“Llena la botella.” means “Fill up the bottle.” in Mexican Spanish. Ask someone to fill an understood bottle.
- Go up the stairs.Sube las escaleras.
“Sube las escaleras.” means “Go up the stairs.” in Mexican Spanish. Direct someone upstairs.
- Turn it down.Baja el volumen.
“Baja el volumen.” means “Turn it down.” in Mexican Spanish. Request a decrease in device or music volume.
- 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.
- 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.
- Don’t argue.No discutas.
“No discutas.” means “Don’t argue.” in Mexican Spanish. Ask someone not to argue verbally.
Technical Specs
Formality and register1 branches
How a phrase addresses someone: Neutral, Familiar (tú), or Formal (usted). Politeness also depends on wording and context; tú can be polite.
Conversation role2 branches
What the phrase does in a conversation. A phrase can have several standardized roles, such as asking, answering or sharing information.
Situations26 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 families39 branches
Browse recorded word families shared by phrases. These editorial family labels may not be dictionary headwords.
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 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 score3 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 factor3 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.
Idiom difficulty factor2 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 Families22 branches
Explore the recorded editorial values for this metric. Missing values are explicitly marked.
New Families Vs Baseline29 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 Included1 branches
Explore the recorded editorial values for this metric. Missing values are explicitly marked.