EXPLORE MEXICAN SPANISH

6 · Added · Beginner · 2

Explore 51 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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51unique phrases · 3% 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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51 results
  1. 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.

  2. 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.

  3. What day is it?¿Qué día es?

    “¿Qué día es?” means “What day is it?” in Mexican Spanish. Ask which day it is.

  4. 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.

  5. I need a car.Necesito un carro.

    “Necesito un carro.” means “I need a car.” in Mexican Spanish. State needing a vehicle, e.g.

  6. I need a doctor.Necesito un médico.

    “Necesito un médico.” means “I need a doctor.” in Mexican Spanish. Request a doctor or explain needing medical attention.

  7. It’s an emergency!¡Es una emergencia!

    “¡Es una emergencia!” means “It’s an emergency!” in Mexican Spanish. Explicitly report emergency status so urgency is understood.

  8. There’s a fire!¡Hay un incendio!

    “¡Hay un incendio!” means “There’s a fire!” in Mexican Spanish. Warn that there is a fire.

  9. I have bad news.Tengo malas noticias.

    “Tengo malas noticias.” means “I have bad news.” in Mexican Spanish. Prepare someone for a disappointing update.

  10. Where can I pay?¿Dónde puedo pagar?

    “¿Dónde puedo pagar?” means “Where can I pay?” in Mexican Spanish. Ask where to make payment in a shop/service setting.

  11. It’s too early.Es demasiado temprano.

    “Es demasiado temprano.” means “It’s too early.” in Mexican Spanish. Explain timing is earlier than appropriate.

  12. They are here.Ellos / Ellas están aquí.

    “Ellos / Ellas están aquí.” means “They are here.” in Mexican Spanish. Existing card includes both group genders.

  13. I have no money.No tengo dinero.

    “No tengo dinero.” means “I have no money.” in Mexican Spanish. Explain lack of money.

  14. Thank you, too.Gracias a ti.

    “Gracias a ti.” means “Thank you, too.” in Mexican Spanish. Return someone’s thanks; gracias a ti can also credit them for an outcome.

  15. Next time.La próxima vez.

    “La próxima vez.” means “Next time.” in Mexican Spanish. Defer an action to the next opportunity.

  16. It’s not fair.No es justo.

    “No es justo.” means “It’s not fair.” in Mexican Spanish. Object to an unfair outcome or treatment.

  17. That’s fair.Eso es justo.

    “Eso es justo.” means “That’s fair.” in Mexican Spanish. Approve an equitable arrangement or outcome.

  18. Step by step.Paso a paso.

    “Paso a paso.” means “Step by step.” in Mexican Spanish. Encourage or describe gradual progress through a process.

  19. Can you see it?¿Lo puedes ver? / ¿La puedes ver?

    “¿Lo puedes ver? / ¿La puedes ver?” means “Can you see it?” in Mexican Spanish. Use la for a feminine referent. Choose lo or la to match the thing being discussed; say only one version.

  20. Is it the same thing?¿Es lo mismo?

    “¿Es lo mismo?” means “Is it the same thing?” in Mexican Spanish. Confirm whether two things are equivalent.

  21. I have good news.Tengo buenas noticias.

    “Tengo buenas noticias.” means “I have good news.” in Mexican Spanish. Introduce a positive update.

  22. You’re doing great.Vas muy bien.

    “Vas muy bien.” means “You’re doing great.” in Mexican Spanish. Give encouragement about ongoing progress rather than praise a completed job.

  23. That’s worse.Eso está peor.

    “Eso está peor.” means “That’s worse.” in Mexican Spanish. Evaluate deterioration of a situation/item, not one’s health status.

  24. That’s normal.Eso es normal.

    “Eso es normal.” means “That’s normal.” in Mexican Spanish. Describe something as usual/expected in its everyday context.

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 role7 branches

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

Situations42 branches

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

Not recorded10Appreciate a listener’s patience, for example while the speaker practices Spanish.1Approve an equitable arrangement or outcome.1Ask for feedback on appearance/clothing before an outing.1Ask where to make payment in a shop/service setting.1Ask which day it is.1Check whether an item can be used safely. Seguro describes the action of using it; use usarla for a feminine object.1Check whether the listener is currently at home.1Comment on an irritating situation, not insult the listener.1Communicate a need for an X-ray in a clinical conversation.1Communicate need for taxi transport when seeking a ride.1Compliment someone’s intelligence in an appropriate supportive conversation.1Confirm having a ticket for transport/admission.1Confirm whether two things are equivalent.1Defer an action to the next opportunity.1Describe doing laundry in ordinary household conversation.1Describe gradual progress or small steps with a conventional marker.1Describe something as usual/expected in its everyday context.1Encourage or appreciate someone’s courage in a supportive conversation.1Encourage or describe gradual progress through a process.1Evaluate an explanation or situation as confusing.1Evaluate deterioration of a situation/item, not one’s health status.1Explain lack of money.1Explain that the speaker has to wait.1Explain timing is earlier than appropriate.1Explicitly report emergency status so urgency is understood.1Express positive personal appreciation of the listener.1Give encouragement about ongoing progress rather than praise a completed job.1Introduce a positive update.1Introduce a sibling as a family-conversation example.1Mention having a dog when talking about pets.1Object to an unfair outcome or treatment.1Prepare someone for a disappointing update.1Report darkness outdoors, e.g.1Request a doctor or explain needing medical attention.1Return someone’s thanks; gracias a ti can also credit them for an outcome.1Say an understood event will happen sooner or later.1Specify that an understood action should happen as soon as possible.1State needing a vehicle, e.g.1Tell someone the speaker is heading home.1Tell the current time. For other hours, use Son las dos, Son las tres, and so on.1Warn that there is a fire.1
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 collections3 branches

The fixed introductory collection and editorial Core or Expansion placements.

Vocabulary families65 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.

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.

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 score4 branches

The detailed editorial usefulness score, distinct from the three usefulness labels.

Difficulty score1 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 dates6 branches

When the recorded editorial review was performed.

Editorial quality1 branches

Recorded review status and quality classification.

Source batches6 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.

Introductory speakers1 branches

The speaker roles recorded for the fixed introductory dialogue.

Vocabulary difficulty factor5 branches

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

Grammar difficulty factor4 branches

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

Idiom difficulty factor2 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 Families20 branches

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

New Families Vs Baseline34 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.