EXPLORE MEXICAN SPANISH

6 · Easy · Everyday · 5

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70unique phrases · 4% of collection

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Poquito’s learning difficulty bands reflect length, vocabulary, grammar and idiom. These are editorial estimates, not CEFR levels.

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70 results
  1. Where do I get off?¿Dónde me bajo?

    “¿Dónde me bajo?” means “Where do I get off?” in Mexican Spanish. Ask where to get off a bus, train, or other vehicle. Bajarse is the everyday verb for getting off.

  2. There’s a leak.Hay una fuga.

    “Hay una fuga.” means “There’s a leak.” in Mexican Spanish. Fuga can refer to a water or gas leak. Say de agua to specify water.

  3. They canceled my flight.Cancelaron mi vuelo.

    “Cancelaron mi vuelo.” means “They canceled my flight.” in Mexican Spanish. Use this when explaining why you need a new flight or other help.

  4. How do you feel?¿Cómo te sientes?

    “¿Cómo te sientes?” means “How do you feel?” in Mexican Spanish. Ask about someone’s current physical or emotional condition.

  5. Can you cover for me?¿Me puedes cubrir?

    “¿Me puedes cubrir?” means “Can you cover for me?” in Mexican Spanish. Ask a coworker to take your shift or cover your duties temporarily.

  6. My phone battery is low.Tengo poca batería.

    “Tengo poca batería.” means “My phone battery is low.” in Mexican Spanish. Explain limited remaining phone battery.

  7. Do I have to go?¿Tengo que ir?

    “¿Tengo que ir?” means “Do I have to go?” in Mexican Spanish. Ask whether going/leaving is necessary, rather than ask advice or permission.

  8. Do I have to wait?¿Tengo que esperar?

    “¿Tengo que esperar?” means “Do I have to wait?” in Mexican Spanish. Ask whether waiting is required, rather than whether waiting would be advisable.

  9. I can’t hear you.No te escucho.

    “No te escucho.” means “I can’t hear you.” in Mexican Spanish. Explain a hearing/audio problem during a call.

  10. I’d like an appointment.Quisiera una cita.

    “Quisiera una cita.” means “I’d like an appointment.” in Mexican Spanish. A polite way to request an appointment at a clinic, salon, or office.

  11. Will you come back?¿Vas a volver?

    “¿Vas a volver?” means “Will you come back?” in Mexican Spanish. Check whether the listener intends to return.

  12. I feel worse.Me siento peor.

    “Me siento peor.” means “I feel worse.” in Mexican Spanish. Report feeling worse, rather than improvement, during an ordinary or healthcare check-in.

  13. I can’t do it.No puedo hacerlo.

    “No puedo hacerlo.” means “I can’t do it.” in Mexican Spanish. Explain inability to do the understood task.

  14. See you there.Nos vemos ahí.

    “Nos vemos ahí.” means “See you there.” in Mexican Spanish. Confirm a shared plan to meet at the already indicated place.

  15. What are you waiting for?¿Qué estás esperando?

    “¿Qué estás esperando?” means “What are you waiting for?” in Mexican Spanish. Ask which event/object someone is waiting for.

  16. Can I use this?¿Puedo usar esto?

    “¿Puedo usar esto?” means “Can I use this?” in Mexican Spanish. Ask permission to use the indicated item.

  17. 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.

  18. Do we have to stop?¿Tenemos que parar?

    “¿Tenemos que parar?” means “Do we have to stop?” in Mexican Spanish. Ask whether the group needs to stop the current action or journey.

  19. Where can I wait?¿Dónde puedo esperar?

    “¿Dónde puedo esperar?” means “Where can I wait?” in Mexican Spanish. Ask staff/host where it is appropriate to wait.

  20. Can I have another one?¿Me das otro?

    “¿Me das otro?” means “Can I have another one?” in Mexican Spanish. Ask for another item/serving of the understood kind.

  21. How old are you?¿Cuántos años tienes?

    “¿Cuántos años tienes?” means “How old are you?” in Mexican Spanish. Ask a person’s age in an appropriate introductory conversation.

  22. Get your things.Toma tus cosas.

    “Toma tus cosas.” means “Get your things.” in Mexican Spanish. Ask someone to gather/take their belongings before leaving.

  23. Where can I sit?¿Dónde puedo sentarme?

    “¿Dónde puedo sentarme?” means “Where can I sit?” in Mexican Spanish. Ask which location or seat is available for sitting.

  24. How do you close it?¿Cómo se cierra?

    “¿Cómo se cierra?” means “How do you close it?” in Mexican Spanish. Ask how a device/container/door is closed.

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.

Situations70 branches

The specific setting recorded by the editorial review. Not every phrase has a named situation.

Acknowledge making an error, e.g.1Airports and Luggage1Appointments1Ask a person’s age in an appropriate introductory conversation.1Ask about another person’s general tastes, rather than placing an order.1Ask about someone’s current physical or emotional condition.1Ask about the book/text someone is currently reading.1Ask for another item/serving of the understood kind.1Ask for operating or usage instructions for an understood item.1Ask for the method of repairing an understood object/problem.1Ask how a device/container/door is closed.1Ask how a device/container/door is opened.1Ask how a known food/dish is prepared.1Ask how listener found an understood item or place.1Ask listener not to interrupt the speaker in conversation.1Ask permission to use the indicated item.1Ask someone to explain the method for an understood task.1Ask someone to gather/take their belongings before leaving.1Ask staff/host where it is appropriate to wait.1Ask the listener to speak louder so they can be heard.1Ask the purchase location of an item previously mentioned.1Ask the reason behind another person’s question.1Ask the reason for a past call.1Ask what a woman mentioned earlier purchased.1Ask what an understood book, film or subject is about.1Ask what food someone is currently eating.1Ask whether going/leaving is necessary, rather than ask advice or permission.1Ask whether listener is still working while checking availability.1Ask whether the group needs to stop the current action or journey.1Ask whether the listener trusts the speaker.1Ask whether the speaker and companions need to act urgently.1Ask whether waiting is required, rather than whether waiting would be advisable.1Ask which event/object someone is waiting for.1Ask which language someone speaks to establish communication.1Ask which location or seat is available for sitting.1Ask which person resides at the indicated home, not who is physically present now.1Check whether a conversation with the understood woman happened.1Check whether a group has already departed.1Check whether a group is departing immediately.1Check whether the listener intends to return.1Clarify that an attributed remark was not said by the speaker.1Commit to going to the understood destination/event.1Confirm a completed call: you called the listener. This answers ¿Me llamaste?1Confirm a shared plan to meet at the already indicated place.1Deny doing an understood action.1Describe physical or social discomfort; context supplies the cause. Female speaker: Me siento incómoda.1Discuss another person’s Spanish-learning process or resources.1Explain a hearing/audio problem during a call.1Explain a need to sleep and end an activity or conversation.1Explain an obligation to study.1Explain inability to do the understood task.1Explain limited remaining phone battery.1Explain the need to end a visit or conversation.1Give precaution as a reason for doing/taking something extra.1Home Repairs and Utilities1Offer coffee as a host.1Politely ask listener to stop an understood ongoing act.1Public transit1React to new information by saying the speaker did not previously know it.1Reassure a familiar listener not to be afraid in an understood situation.1Reassure that some method/solution exists for the understood problem.1Report a large number of people/crowding at an understood place, useful in travel or event planning.1Report feeling worse, rather than improvement, during an ordinary or healthcare check-in.1Request a decrease in device or music volume.1Returns and exchanges1Say the speaker does not have an understood item.1Seek advice on what words to say in an understood interaction.1Seek constructive advice on improving a shared activity or product.1Set a clear boundary against repetition of an understood action.1Work and Shifts1
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 collections2 branches

The fixed introductory collection and editorial Core or Expansion placements.

Vocabulary families92 branches

Browse recorded word families shared by phrases. These editorial family labels may not be dictionary headwords.

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 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 dates2 branches

When the recorded editorial review was performed.

Editorial quality1 branches

Recorded review status and quality classification.

Source batches2 branches

Editorial import batches where source information is recorded.

Review methods2 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.

Vocabulary difficulty factor7 branches

Recorded points for this component of the difficulty score. See each phrase for the assessment note.

Grammar difficulty factor13 branches

Recorded points for this component of the difficulty score. See each phrase for the assessment note.

Idiom difficulty factor4 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 Families42 branches

Explore the recorded editorial values for this metric. Missing values are explicitly marked.

New Families Vs Baseline57 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 Included2 branches

Explore the recorded editorial values for this metric. Missing values are explicitly marked.