EXPLORE MEXICAN SPANISH
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Explore 22 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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Topics20 branches
Find phrases for everyday situations and conversations. A phrase can belong to several topics.
Difficulty4 branches
Poquito’s learning difficulty bands reflect length, vocabulary, grammar and idiom. These are editorial estimates, not CEFR levels.
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22 results- Bless you!¡Salud!
“¡Salud!” means “Bless you!” in Mexican Spanish. Respond politely when someone sneezes.
- That works for me.Eso me viene bien.
“Eso me viene bien.” means “That works for me.” in Mexican Spanish. Accept a proposed time/arrangement because it suits the speaker.
- That doesn’t work for me.Eso no me viene bien.
“Eso no me viene bien.” means “That doesn’t work for me.” in Mexican Spanish. Decline a proposed time/arrangement because it does not suit the speaker.
- How do you spell it?¿Cómo se deletrea?
“¿Cómo se deletrea?” means “How do you spell it?” in Mexican Spanish. Ask someone to spell a word or name.
- Get in the car.Súbete al carro.
“Súbete al carro.” means “Get in the car.” in Mexican Spanish. Tell a passenger to board the car.
- Get home safely.Que llegues bien a casa.
“Que llegues bien a casa.” means “Get home safely.” in Mexican Spanish. Wish someone a safe journey home, regardless of travel mode.
- Get well soon.Que te mejores pronto.
“Que te mejores pronto.” means “Get well soon.” in Mexican Spanish. Wish someone recovery from an illness.
- Don’t hurt me.No me hagas daño.
“No me hagas daño.” means “Don’t hurt me.” in Mexican Spanish. State a clear boundary or plea against being harmed.
- It’s time.Ya es hora.
“Ya es hora.” means “It’s time.” in Mexican Spanish. Announce the time for a mutually understood action has arrived.
- That’s enough.Es suficiente.
“Es suficiente.” means “That’s enough.” in Mexican Spanish. Neutral wording for saying that the amount is sufficient.
- It’s the same.Es lo mismo.
“Es lo mismo.” means “It’s the same.” in Mexican Spanish. Confirm two options/references are the same thing, not ask if they are.
- You got this!¡Tú puedes!
“¡Tú puedes!” means “You got this!” in Mexican Spanish. Encourage someone before or during a challenge.
- Not really.La verdad es que no.
“La verdad es que no.” means “Not really.” in Mexican Spanish. Give a softened negative answer.
- Yes, two blocks away.Sí, a dos cuadras.
“Sí, a dos cuadras.” means “Yes, two blocks away.” in Mexican Spanish. This expression belongs to Conversation. Respond / explain.
- My condolences.Mi más sentido pésame.
“Mi más sentido pésame.” means “My condolences.” in Mexican Spanish. Offer condolences after a death.
- Guess what!¡Adivina qué!
“¡Adivina qué!” means “Guess what!” in Mexican Spanish. Invite someone to hear a piece of news or a surprise.
- You make me smile.Me haces sonreír.
“Me haces sonreír.” means “You make me smile.” in Mexican Spanish. Express personal appreciation to a friend or partner.
- Drop it.Deja el tema.
“Deja el tema.” means “Drop it.” in Mexican Spanish. Ask someone to stop discussing a subject.
- Don’t be late.No llegues tarde.
“No llegues tarde.” means “Don’t be late.” in Mexican Spanish. Informal singular tú command. For usted, say No llegue tarde.
- Believe in me.Cree en mí.
“Cree en mí.” means “Believe in me.” in Mexican Spanish. Ask for confidence in the speaker’s ability/support, not factual belief in a statement.
- Hold my hand.Tómame de la mano.
Tómame de la mano asks someone to hold your hand. It can express affection, reassurance or a practical request for support. Mano is a feminine noun despite ending in o: la mano.
- Rest in peace.Descanse en paz.
“Descanse en paz.” means “Rest in peace.” in Mexican Spanish. Express a wish of peace for someone deceased.
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.
Situations20 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 collections3 branches
The fixed introductory collection and editorial Core or Expansion placements.
Vocabulary families33 branches
Browse recorded word families shared by phrases. These editorial family labels may not be dictionary headwords.
Vocabulary familiarity4 branches
Everyday, less common and specialized vocabulary, considered separately from grammatical difficulty.
Reusability4 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 risk3 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 score6 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 dates3 branches
When the recorded editorial review was performed.
Editorial quality1 branches
Recorded review status and quality classification.
Source batches3 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.
Reuse difficulty factor4 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.
Grammar difficulty factor9 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 Baseline19 branches
Explore the recorded editorial values for this metric. Missing values are explicitly marked.
Pronunciation Included1 branches
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New Vocabulary Vs Baseline3 branches
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Unique Vocabulary Families16 branches
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