EXPLORE MEXICAN SPANISH

6 · Added · 2 · Easy · 4

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31unique phrases · 2% of collection

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Difficulty3 branches

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

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31 results
  1. You are safe.Estás a salvo.

    “Estás a salvo.” means “You are safe.” in Mexican Spanish. Reassure a person that they are out of danger in an appropriate understood situation.

  2. 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.

  3. 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.

  4. 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.

  5. 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.

  6. 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.

  7. 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.

  8. How do you open it?¿Cómo se abre?

    “¿Cómo se abre?” means “How do you open it?” in Mexican Spanish. Ask how a device/container/door is opened.

  9. How do you use it?¿Cómo se usa?

    “¿Cómo se usa?” means “How do you use it?” in Mexican Spanish. Ask for operating or usage instructions for an understood item.

  10. How do you pronounce it?¿Cómo se pronuncia?

    “¿Cómo se pronuncia?” means “How do you pronounce it?” in Mexican Spanish. Ask for pronunciation of an understood word/name.

  11. I have to leave.Tengo que irme.

    “Tengo que irme.” means “I have to leave.” in Mexican Spanish. Explain the need to end a visit or conversation.

  12. Please pull over.Oríllese, por favor.

    “Oríllese, por favor.” means “Please pull over.” in Mexican Spanish. Ask a driver to pull over. This form addresses usted.

  13. Did they leave?¿Ya se fueron?

    “¿Ya se fueron?” means “Did they leave?” in Mexican Spanish. Check whether a group has already departed.

  14. Do we need to hurry?¿Tenemos que apurarnos?

    “¿Tenemos que apurarnos?” means “Do we need to hurry?” in Mexican Spanish. Ask whether the speaker and companions need to act urgently.

  15. I am on vacation.Estoy de vacaciones.

    “Estoy de vacaciones.” means “I am on vacation.” in Mexican Spanish. Explain travel or work availability while on vacation.

  16. Just in case.Por si acaso.

    “Por si acaso.” means “Just in case.” in Mexican Spanish. Give precaution as a reason for doing/taking something extra.

  17. We have a deal.Tenemos un trato.

    “Tenemos un trato.” means “We have a deal.” in Mexican Spanish. Confirm reaching a deal in an understood negotiation.

  18. Are we leaving now?¿Ya nos vamos?

    “¿Ya nos vamos?” means “Are we leaving now?” in Mexican Spanish. Check whether a group is departing immediately.

  19. Set the table.Pon la mesa.

    “Pon la mesa.” means “Set the table.” in Mexican Spanish. Ask someone to set the table before a meal.

  20. Make the bed.Haz la cama.

    “Haz la cama.” means “Make the bed.” in Mexican Spanish. Ask someone to make the bed as a household task.

  21. I made a mistake.Cometí un error.

    “Cometí un error.” means “I made a mistake.” in Mexican Spanish. Acknowledge making an error, e.g.

  22. I make the bed.Hago la cama.

    “Hago la cama.” means “I make the bed.” in Mexican Spanish. Describe making the bed as a household chore.

  23. There’s a way.Hay una manera.

    “Hay una manera.” means “There’s a way.” in Mexican Spanish. Reassure that some method/solution exists for the understood problem.

  24. Face to face.Cara a cara.

    “Cara a cara.” means “Face to face.” in Mexican Spanish. Specify speaking or meeting face to face rather than remotely.

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 role6 branches

What the phrase does in a conversation. A phrase can have several standardized roles, such as asking, answering or sharing information.

Situations31 branches

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

Acknowledge making an error, e.g.1Ask a driver to pull over. This form addresses usted.1Ask for another item/serving of the understood kind.1Ask for operating or usage instructions for an understood item.1Ask for pronunciation of an understood word/name.1Ask how a device/container/door is closed.1Ask how a device/container/door is opened.1Ask someone to follow the rules of a game/test.1Ask someone to make the bed as a household task.1Ask someone to set the table before a meal.1Ask the listener to follow the speaker’s advice.1Ask whether going/leaving is necessary, rather than ask advice or permission.1Ask whether the group needs to stop the current action or journey.1Ask whether the speaker and companions need to act urgently.1Ask whether waiting is required, rather than whether waiting would be advisable.1Check whether a group has already departed.1Check whether a group is departing immediately.1Confirm a shared plan to meet at the already indicated place.1Confirm reaching a deal in an understood negotiation.1Describe making the bed as a household chore.1Explain the need to end a visit or conversation.1Explain travel or work availability while on vacation.1Express affectionate thoughts of the listener with appropriate familiarity.1Give precaution as a reason for doing/taking something extra.1Introduce a dream from sleep, not an ambition or a general noun label.1Invite shared enjoyment of an activity.1Optional prayer asking for strength in a difficult situation.1Reassure a person that they are out of danger in an appropriate understood situation.1Reassure that some method/solution exists for the understood problem.1Report rain ending, distinct from current rainfall.1Specify speaking or meeting face to face rather than remotely.1
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 collections2 branches

The fixed introductory collection and editorial Core or Expansion placements.

Vocabulary families48 branches

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

Vocabulary familiarity2 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 value2 branches

Editorial estimate of how much the phrase adds to the collection’s practical coverage.

Ambiguity risk2 branches

Editorial score for how strongly meaning can depend on context; higher values indicate more ambiguity.

Confusion risk2 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 dates1 branches

When the recorded editorial review was performed.

Editorial quality1 branches

Recorded review status and quality classification.

Source batches1 branches

Editorial import batches where source information is recorded.

Review methods1 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.

Grammar difficulty factor8 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 Families22 branches

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

New Families Vs Baseline31 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 Included1 branches

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