EXPLORE MEXICAN SPANISH

6 · Added · Beginner · 2 · 5

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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. 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.

  3. 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.

  4. 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.

  5. What day is it?¿Qué día es?

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

  6. 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.

  7. Can they help?¿Ellos pueden ayudar?

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

  8. 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.

  9. 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.

  10. 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.

  11. There’s a fire!¡Hay un incendio!

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

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

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

  13. 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.

  14. 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.

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

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

  16. I have no money.No tengo dinero.

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

  17. 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.

  18. 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.

  19. Next time.La próxima vez.

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

  20. 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.

  21. 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.

  22. 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.

  23. I need your advice.Necesito tu consejo.

    “Necesito tu consejo.” means “I need your advice.” in Mexican Spanish. This expression belongs to Conversation. Request advice.

  24. 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.

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.

Situations56 branches

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

Not recorded2Answer an understood possessions or supplies inquiry with having nothing.1Arrange a visit to the listener’s location.1Ask for accommodation at a hotel.1Ask for feedback on appearance/clothing before an outing.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 where to make payment in a shop/service setting.1Ask whether to do the understood action now or later.1Ask whether to sit/act inside or outside.1Ask which day it is.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 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.1Check whether the listener is currently at home.1Communicate a need for an X-ray in a clinical conversation.1Communicate need for taxi transport when seeking a ride.1Confirm having a ticket for transport/admission.1Confirm two options/references are the same thing, not ask if they are.1Defer an action to the next opportunity.1Describe gradual progress or small steps with a conventional marker.1Encourage or describe gradual progress through a process.1Explain a scheduled meeting when discussing plans or availability.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 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 flexible choice of a place in reply to a location question.1Identify that something is intended for the speaker.1Introduce a sibling as a family-conversation example.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.1Mention having a dog when talking about pets.1Offer a gift/item or identify its intended recipient.1Refer to the previous occasion in a short contextual timing answer.1Request a doctor or explain needing medical attention.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 an understood event will happen sooner or later.1Say events/actions happen simultaneously.1Say there is no available space for an understood item or task.1Specify that an understood action should happen as soon as possible.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.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 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 collections3 branches

The fixed introductory collection and editorial Core or Expansion placements.

Vocabulary families64 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.

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 dates3 branches

When the recorded editorial review was performed.

Editorial quality1 branches

Recorded review status and quality classification.

Source batches3 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 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 Baseline23 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.