EXPLORE MEXICAN SPANISH
6 · Added · 2 · Easy · 17
Explore 33 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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Topics24 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.
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33 results- Can I stay?¿Me puedo quedar?
“¿Me puedo quedar?” means “Can I stay?” in Mexican Spanish. Ask permission to stay, distinct from asking the listener to stay.
- Drive safely.Maneja con cuidado.
“Maneja con cuidado.” means “Drive safely.” in Mexican Spanish. Wish someone a careful journey or caution a driver.
- Don’t move.No te muevas.
“No te muevas.” means “Don’t move.” in Mexican Spanish. Ask someone to hold their position, e.g.
- 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.
- Take this medicine.Tome este medicamento.
“Tome este medicamento.” means “Take this medicine.” in Mexican Spanish. Understand a clinician’s instruction about a previously identified medicine.
- You can stay.Te puedes quedar.
“Te puedes quedar.” means “You can stay.” in Mexican Spanish. Give permission or hospitality to stay.
- Nothing happened.No pasó nada.
“No pasó nada.” means “Nothing happened.” in Mexican Spanish. Deny that a past incident occurred.
- Are you still working?¿Todavía estás trabajando?
“¿Todavía estás trabajando?” means “Are you still working?” in Mexican Spanish. Ask whether listener is still working while checking availability.
- Did you get home?¿Llegaste a casa?
“¿Llegaste a casa?” means “Did you get home?” in Mexican Spanish. Check whether the listener arrived home, for example in an evening message.
- Why did you call?¿Por qué llamaste?
“¿Por qué llamaste?” means “Why did you call?” in Mexican Spanish. Ask the reason for a past call.
- I’m learning Spanish.Estoy aprendiendo español.
“Estoy aprendiendo español.” means “I’m learning Spanish.” in Mexican Spanish. Explain that the speaker is learning Spanish.
- What are you cooking?¿Qué estás cocinando?
“¿Qué estás cocinando?” means “What are you cooking?” in Mexican Spanish. Ask what food listener is preparing during a meal conversation.
- Leave me alone.Déjame en paz.
“Déjame en paz.” means “Leave me alone.” in Mexican Spanish. This expression belongs to Everyday Actions. Request / express a need.
- Get some sleep.Duerme un poco.
“Duerme un poco.” means “Get some sleep.” in Mexican Spanish. Encourage someone to sleep/rest.
- I didn’t know.No lo sabía.
“No lo sabía.” means “I didn’t know.” in Mexican Spanish. React to new information by saying the speaker did not previously know it.
- I didn’t do it.No lo hice.
“No lo hice.” means “I didn’t do it.” in Mexican Spanish. Deny doing an understood action.
- Yes, I called you.Sí, te llamé.
“Sí, te llamé.” means “Yes, I called you.” in Mexican Spanish. Confirm a completed call: you called the listener. This answers ¿Me llamaste?
- How did you find it?¿Cómo lo encontraste?
“¿Cómo lo encontraste?” means “How did you find it?” in Mexican Spanish. Ask how listener found an understood item or place.
- Pass me the salt.Pásame la sal.
“Pásame la sal.” means “Pass me the salt.” in Mexican Spanish. This expression belongs to Everyday Actions. Request / express a need.
- I didn’t say that.No dije eso.
“No dije eso.” means “I didn’t say that.” in Mexican Spanish. Clarify that an attributed remark was not said by the speaker.
- You hurt my feelings.Heriste mis sentimientos.
“Heriste mis sentimientos.” means “You hurt my feelings.” in Mexican Spanish. Explain emotional hurt caused by someone’s words or actions.
- Wait a minute.Espera un minuto.
“Espera un minuto.” means “Wait a minute.” in Mexican Spanish. Informal, addressing one person. Espera un momento is another natural way to ask someone to wait briefly.
- I made a mistake.Cometí un error.
“Cometí un error.” means “I made a mistake.” in Mexican Spanish. Acknowledge making an error, e.g.
- Drop it.Deja el tema.
“Deja el tema.” means “Drop it.” in Mexican Spanish. Ask someone to stop discussing a subject.
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 role9 branches
What the phrase does in a conversation. A phrase can have several standardized roles, such as asking, answering or sharing information.
Situations30 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 to2 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 families52 branches
Browse recorded word families shared by phrases. These editorial family labels may not be dictionary headwords.
Vocabulary familiarity3 branches
Everyday, less common and specialized vocabulary, considered separately from grammatical difficulty.
Reusability3 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 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 dates4 branches
When the recorded editorial review was performed.
Editorial quality1 branches
Recorded review status and quality classification.
Source batches4 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.
Introductory speakers1 branches
The speaker roles recorded for the fixed introductory dialogue.
Vocabulary difficulty factor6 branches
Recorded points for this component of the difficulty score. See each phrase for the assessment note.
Idiom difficulty factor3 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 Families25 branches
Explore the recorded editorial values for this metric. Missing values are explicitly marked.
New Families Vs Baseline38 branches
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New Vocabulary Vs Baseline3 branches
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Pronunciation Included1 branches
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