EXPLORE MEXICAN SPANISH

6 · Added · Beginner · 2 · 3

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57unique 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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57 results
  1. 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.

  2. 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.

  3. 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.

  4. 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.

  5. Can they help?¿Ellos pueden ayudar?

    “¿Ellos pueden ayudar?” means “Can they help?” in Mexican Spanish. Check whether an understood group can provide assistance.

  6. Who are you with?¿Con quién estás?

    “¿Con quién estás?” means “Who are you with?” in Mexican Spanish. Ask who is accompanying the listener.

  7. 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.

  8. Are they ready?¿Ellos están listos?

    “¿Ellos están listos?” means “Are they ready?” in Mexican Spanish. Check whether an understood group is prepared, not state they are ready.

  9. This is for you.Es para ti.

    “Es para ti.” means “This is for you.” in Mexican Spanish. Offer a gift/item or identify its intended recipient.

  10. I don’t have a job.No tengo trabajo.

    “No tengo trabajo.” means “I don’t have a job.” in Mexican Spanish. Explain that the speaker is not employed.

  11. I don’t have anything.No tengo nada.

    “No tengo nada.” means “I don’t have anything.” in Mexican Spanish. Answer an understood possessions or supplies inquiry with having nothing.

  12. Hot or cold?¿Caliente o frío?

    “¿Caliente o frío?” means “Hot or cold?” in Mexican Spanish. Ask preferred serving temperature of an understood drink/item.

  13. Here or there?¿Aquí o allí?

    “¿Aquí o allí?” means “Here or there?” in Mexican Spanish. Ask which of two indicated places to use for the understood action or seating.

  14. Last time.La última vez.

    “La última vez.” means “Last time.” in Mexican Spanish. Refer to the previous occasion in a short contextual timing answer.

  15. It’s for me.Es para mí.

    “Es para mí.” means “It’s for me.” in Mexican Spanish. Identify that something is intended for the speaker.

  16. It’s not enough.No es suficiente.

    “No es suficiente.” means “It’s not enough.” in Mexican Spanish. Say an understood amount or effort is insufficient.

  17. I don’t have plans.No tengo planes.

    “No tengo planes.” means “I don’t have plans.” in Mexican Spanish. Report having no plans when discussing availability.

  18. I need a ticket.Necesito un boleto.

    “Necesito un boleto.” means “I need a ticket.” in Mexican Spanish. Request a travel ticket; boleto is common in Mexico.

  19. Now or later?¿Ahora o después?

    “¿Ahora o después?” means “Now or later?” in Mexican Spanish. Ask whether to do the understood action now or later.

  20. First of all...Antes que nada...

    “Antes que nada...” means “First of all...” in Mexican Spanish. Introduce the first point in a sequence.

  21. When can I come?¿Cuándo puedo ir?

    “¿Cuándo puedo ir?” means “When can I come?” in Mexican Spanish. Arrange a visit to the listener’s location.

  22. It’s time.Ya es hora.

    “Ya es hora.” means “It’s time.” in Mexican Spanish. Announce the time for a mutually understood action has arrived.

  23. That’s all.Eso es todo.

    “Eso es todo.” means “That’s all.” in Mexican Spanish. Finish an order, list or explanation by saying nothing more is needed.

  24. In my opinion...En mi opinión...

    “En mi opinión...” means “In my opinion...” in Mexican Spanish. Conventional opinion introducer.

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 role6 branches

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

Situations57 branches

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

Alert someone to an unidentified person’s presence here.1Announce the time for a mutually understood action has arrived.1Answer an understood possessions or supplies inquiry with having nothing.1Approve an improved arrangement or adjustment.1Arrange a visit to the listener’s location.1Ask for accommodation at a hotel.1Ask for the scheduled clock time of an already understood event, rather than current clock time.1Ask preferred serving temperature of an understood drink/item.1Ask whether listener is heading home when coordinating departure.1Ask whether to do the understood action now or later.1Ask whether to sit/act inside or outside.1Ask which of two indicated places to use for the understood action or seating.1Ask who is accompanying the listener.1Ask who owns the indicated item.1Check that a traveller has their ticket before entry or boarding.1Check the presence of an understood group of people.1Check whether an understood group can provide assistance.1Check whether an understood group is prepared, not state they are ready.1Compliment someone as funny or enjoyable company. Female listener: Eres muy divertida.1Confirm two options/references are the same thing, not ask if they are.1Conventional opinion introducer.1Conventional relief expression with religious wording.1Describe charging a phone as an ordinary practical task.1Explain a delay in direct response to Why are you running late.1Explain a scheduled meeting when discussing plans or availability.1Explain that the speaker does not have a car, for example while arranging transport.1Explain that the speaker is not employed.1Express that listener deserves better treatment or an outcome in an understood situation.1Finish an order, list or explanation by saying nothing more is needed.1Give a brief corner landmark answer while navigating.1Give a conventional appreciative or supportive best-person compliment. Female listener: Eres la mejor.1Give flexible choice of a place in reply to a location question.1Give flexible timing as a short contextual scheduling answer.1Give the ordinary physical street location in reply to a location question.1Identify that something is intended for the speaker.1Introduce the first point in a sequence.1Invite a suggestion for solving an understood problem.1Mark that an understood experience/action is happening for the first occasion.1Name a traffic signal as a navigation landmark in a contextual answer.1Offer a choice between tea and coffee during hospitality/ordering.1Offer a gift/item or identify its intended recipient.1Question a proposed delay and suggest acting sooner.1Refer to the previous occasion in a short contextual timing answer.1Report difficulty sleeping, not desire to sleep or a bedtime instruction.1Report having no plans when discussing availability.1Report that the answer is unknown to everyone involved, not only the speaker.1Request a travel ticket; boleto is common in Mexico.1Request or describe doing things one by one.1Say an explanation, view or instruction is unclear.1Say an understood action or item is unnecessary.1Say an understood amount or effort is insufficient.1Say events/actions happen simultaneously.1Say there is no available space for an understood item or task.1State listener cannot drive in an understood current plan.1State that an understood action or place is unsafe. For an action or situation, keep seguro. An understood feminine object takes segura.1State that an understood duty belongs to the listener.1State that an understood item or action is not dangerous.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 to2 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 families66 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.

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 factor4 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 factor3 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 Families13 branches

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

New Families Vs Baseline27 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.