EXPLORE MEXICAN SPANISH
6 · 2 · Everyday
Explore 314 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
Topics72 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
314 results- At what time?¿A qué hora?
“¿A qué hora?” means “At what time?” in Mexican Spanish. Ask for the scheduled clock time of an already understood event, rather than current clock time.
- I’m going home.Voy a casa.
“Voy a casa.” means “I’m going home.” in Mexican Spanish. Tell someone the speaker is heading home.
- It’s not safe.No es seguro.
“No es seguro.” means “It’s not safe.” in Mexican Spanish. State that an understood action or place is unsafe. For an action or situation, keep seguro. An understood feminine object takes segura.
- Is everything okay?¿Está todo bien?
“¿Está todo bien?” means “Is everything okay?” in Mexican Spanish. Check that a person or situation is okay.
- I have a ticket.Tengo un boleto.
“Tengo un boleto.” means “I have a ticket.” in Mexican Spanish. Confirm having a ticket for transport/admission.
- What day is it?¿Qué día es?
“¿Qué día es?” means “What day is it?” in Mexican Spanish. Ask which day it is.
- Because of traffic.Por el tráfico.
“Por el tráfico.” means “Because of traffic.” in Mexican Spanish. Explain a delay in direct response to Why are you running late.
- Are they here?¿Ellos están aquí?
“¿Ellos están aquí?” means “Are they here?” in Mexican Spanish. Check the presence of an understood group of people.
- Can they help?¿Ellos pueden ayudar?
“¿Ellos pueden ayudar?” means “Can they help?” in Mexican Spanish. Check whether an understood group can provide assistance.
- Are you at home?¿Estás en casa?
“¿Estás en casa?” means “Are you at home?” in Mexican Spanish. Check whether the listener is currently at home.
- Does it go downtown?¿Va al centro?
“¿Va al centro?” means “Does it go downtown?” in Mexican Spanish. Ask about the bus, train, or route already being discussed. El centro means downtown or the city center.
- No water is coming out.No sale agua.
“No sale agua.” means “No water is coming out.” in Mexican Spanish. Use this when you turn on a faucet and nothing comes out.
- Can I park here?¿Puedo estacionarme aquí?
“¿Puedo estacionarme aquí?” means “Can I park here?” in Mexican Spanish.
- I need an ambulance.Necesito una ambulancia.
“Necesito una ambulancia.” means “I need an ambulance.” in Mexican Spanish.
- They won’t drink water.No toma agua.
“No toma agua.” means “They won’t drink water.” in Mexican Spanish.
- Who are you with?¿Con quién estás?
“¿Con quién estás?” means “Who are you with?” in Mexican Spanish. Ask who is accompanying the listener.
- I can’t sleep.No puedo dormir.
“No puedo dormir.” means “I can’t sleep.” in Mexican Spanish. Report difficulty sleeping, not desire to sleep or a bedtime instruction.
- I have no signal.No tengo señal.
“No tengo señal.” means “I have no signal.” in Mexican Spanish. Use señal for mobile reception.
- Where do I buy it?¿Dónde la compro?
“¿Dónde la compro?” means “Where do I buy it?” in Mexican Spanish. La can stand for la tarjeta, the fare card.
- I lost the receipt.Perdí el recibo.
“Perdí el recibo.” means “I lost the receipt.” in Mexican Spanish.
- Fill it up, please.Lleno, por favor.
“Lleno, por favor.” means “Fill it up, please.” in Mexican Spanish.
- I need to withdraw cash.Necesito retirar efectivo.
“Necesito retirar efectivo.” means “I need to withdraw cash.” in Mexican Spanish.
Technical Specs
Formality and register3 branches
How a phrase addresses someone: Neutral, Familiar (tú), or Formal (usted). Politeness also depends on wording and context; tú can be polite.
Conversation role14 branches
What the phrase does in a conversation. A phrase can have several standardized roles, such as asking, answering or sharing information.
Situations248 branches
The specific setting recorded by the editorial review. Not every phrase has a named situation.
Gender forms3 branches
Explore the grammatical gender forms recorded for each phrase. Grammatical gender is different from the speaker’s identity.
Who or what gender refers to5 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 families391 branches
Browse recorded word families shared by phrases. These editorial family labels may not be dictionary headwords.
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 score4 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 quality2 branches
Recorded review status and quality classification.
Source batches2 branches
Editorial import batches where source information is recorded.
Review methods4 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.
Vocabulary difficulty factor7 branches
Recorded points for this component of the difficulty score. See each phrase for the assessment note.
Grammar difficulty factor16 branches
Recorded points for this component of the difficulty score. See each phrase for the assessment note.
Idiom difficulty factor5 branches
Recorded points for this component of the difficulty score. See each phrase for the assessment note.
Reuse difficulty factor4 branches
Recorded points for this component of the difficulty score. See each phrase for the assessment note.
Unique Vocabulary Families197 branches
Explore the recorded editorial values for this metric. Missing values are explicitly marked.
New Families Vs Baseline246 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.
Pronunciation Included2 branches
Explore the recorded editorial values for this metric. Missing values are explicitly marked.