EXPLORE MEXICAN SPANISH
26
Explore 20 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
Topics10 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.
Filters
Memorization uses your latest English-first rating.
Find your phrase
20 results- When did you call?¿Cuándo llamaste?
“¿Cuándo llamaste?” means “When did you call?” in Mexican Spanish. Informal tú question for everyday conversation.
- When did you leave?¿Cuándo te fuiste?
“¿Cuándo te fuiste?” means “When did you leave?” in Mexican Spanish. Past-tense conversation.
- Who called me?¿Quién me llamó?
“¿Quién me llamó?” means “Who called me?” in Mexican Spanish. Past tense; accent distinguishes llamó from llamo.
- Who did you call?¿A quién llamaste?
“¿A quién llamaste?” means “Who did you call?” in Mexican Spanish. Personal a before the person called.
- When did you arrive?¿Cuándo llegaste?
“¿Cuándo llegaste?” means “When did you arrive?” in Mexican Spanish. Past-tense conversation.
- When did you see it?¿Cuándo lo viste? / ¿Cuándo la viste?
“¿Cuándo lo viste? / ¿Cuándo la viste?” means “When did you see it?” in Mexican Spanish. Ask when someone saw a masculine thing. Use la for a feminine thing; lo can also mean him in context. Choose lo or la to match the thing being discussed; say only one version.
- When should I go?¿Cuándo debería ir?
“¿Cuándo debería ir?” means “When should I go?” in Mexican Spanish. Conditional advice question.
- Who did you see?¿A quién viste?
“¿A quién viste?” means “Who did you see?” in Mexican Spanish. Personal a before the person being seen.
- Who sent this?¿Quién mandó esto?
“¿Quién mandó esto?” means “Who sent this?” in Mexican Spanish. Mandar is a natural everyday alternative to enviar.
- Who did you meet?¿A quién conociste?
“¿A quién conociste?” means “Who did you meet?” in Mexican Spanish. Means meeting someone for the first time; meeting up with a known person needs different wording.
- When should we leave?¿Cuándo deberíamos salir?
“¿Cuándo deberíamos salir?” means “When should we leave?” in Mexican Spanish. Conditional planning question.
- Who should I ask?¿A quién le debería preguntar?
“¿A quién le debería preguntar?” means “Who should I ask?” in Mexican Spanish. Conditional advice request; le is natural in this construction.
- Who was that?¿Quién era esa persona?
“¿Quién era esa persona?” means “Who was that?” in Mexican Spanish. Era is natural when asking the identity of a person just seen or heard; fue may instead ask who performed an action.
- It’s getting cold.Está empezando a hacer frío.
“Está empezando a hacer frío.” means “It’s getting cold.” in Mexican Spanish. Refers to the weather becoming cold. Food or a drink cooling down is Se está enfriando.
- I can’t complain.No me puedo quejar.
“No me puedo quejar.” means “I can’t complain.” in Mexican Spanish. A conversational answer meaning things are reasonably good. Quejarse is pronominal; me belongs to that verb.
- Put it on.Póntelo / Póntela.
“Póntelo / Póntela.” means “Put it on.” in Mexican Spanish. This expression belongs to Everyday Actions. Guide an action.
- Take it off.Quítatelo / Quítatela.
“Quítatelo / Quítatela.” means “Take it off.” in Mexican Spanish. This expression belongs to Everyday Actions. Guide an action.
- Can I try it on?¿Me lo / la puedo probar?
“¿Me lo / la puedo probar?” means “Can I try it on?” in Mexican Spanish. This expression belongs to Requests. Ask a question.
- Who told you?¿Quién te lo dijo?
“¿Quién te lo dijo?” means “Who told you?” in Mexican Spanish. Lo refers to the information or statement, so it does not need a feminine alternative. Existing useful irregular-past question.
- When was the last time?¿Cuándo fue la última vez?
“¿Cuándo fue la última vez?” means “When was the last time?” in Mexican Spanish. A follow-up to an activity already mentioned, such as going dancing. A fuller question needs que plus the activity.
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 role3 branches
What the phrase does in a conversation. A phrase can have several standardized roles, such as asking, answering or sharing information.
Situations1 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 to3 branches
Find whether gender wording relates to the speaker, listener, noun or object.
Learning collections1 branches
The fixed introductory collection and editorial Core or Expansion placements.
Vocabulary families29 branches
Browse recorded word families shared by phrases. These editorial family labels may not be dictionary headwords.
Vocabulary familiarity1 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 value3 branches
Editorial estimate of how much the phrase adds to the collection’s practical coverage.
Ambiguity risk3 branches
Editorial score for how strongly meaning can depend on context; higher values indicate more ambiguity.
Confusion risk1 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 score2 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 dates4 branches
When the recorded editorial review was performed.
Editorial quality1 branches
Recorded review status and quality classification.
Source batches5 branches
Editorial import batches where source information is recorded.
Review methods3 branches
How the recorded editorial ratings were assigned. These are assessments rather than measured learning outcomes.
Difficulty rubric versions1 branches
The version of the editorial difficulty rubric used for a phrase.
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.
Idiom difficulty factor3 branches
Recorded points for this component of the difficulty score. See each phrase for the assessment note.
Reuse difficulty factor2 branches
Recorded points for this component of the difficulty score. See each phrase for the assessment note.
Length difficulty factor5 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.
New Families Vs Baseline13 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.
New Vocabulary Vs Baseline3 branches
Explore the recorded editorial values for this metric. Missing values are explicitly marked.
Unique Vocabulary Families15 branches
Explore the recorded editorial values for this metric. Missing values are explicitly marked.