EXPLORE MEXICAN SPANISH
6 · Added · Beginner · Everyday
Explore 87 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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Topics30 branches
Find phrases for everyday situations and conversations. A phrase can belong to several topics.
Difficulty3 branches
Poquito’s learning difficulty bands reflect length, vocabulary, grammar and idiom. These are editorial estimates, not CEFR levels.
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87 results- 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.
- 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.
- 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.
- Is everything okay?¿Está todo bien?
“¿Está todo bien?” means “Is everything okay?” in Mexican Spanish. Check that a person or situation is okay.
- 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.
- What day is it?¿Qué día es?
“¿Qué día es?” means “What day is it?” in Mexican Spanish. Ask which day it is.
- 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.
- 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.
- Can they help?¿Ellos pueden ayudar?
“¿Ellos pueden ayudar?” means “Can they help?” in Mexican Spanish. Check whether an understood group can provide assistance.
- 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.
- Who are you with?¿Con quién estás?
“¿Con quién estás?” means “Who are you with?” in Mexican Spanish. Ask who is accompanying the listener.
- 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.
- I have bad news.Tengo malas noticias.
“Tengo malas noticias.” means “I have bad news.” in Mexican Spanish. Prepare someone for a disappointing update.
- 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.
- 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.
- It’s too early.Es demasiado temprano.
“Es demasiado temprano.” means “It’s too early.” in Mexican Spanish. Explain timing is earlier than appropriate.
- I’m home.Estoy en casa.
“Estoy en casa.” means “I’m home.” in Mexican Spanish. Tell family or a partner that you are at home.
- I have no money.No tengo dinero.
“No tengo dinero.” means “I have no money.” in Mexican Spanish. Explain lack of money.
- 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.
- 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.
- 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.
- 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.
- Next time.La próxima vez.
“La próxima vez.” means “Next time.” in Mexican Spanish. Defer an action to the next opportunity.
- 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.
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.
Situations87 branches
The specific setting recorded by the editorial review. Not every phrase has a named situation.
Gender forms2 branches
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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 families88 branches
Browse recorded word families shared by phrases. These editorial family labels may not be dictionary headwords.
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 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 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 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.
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
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Idiom difficulty factor3 branches
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Reuse difficulty factor4 branches
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Unique Vocabulary Families19 branches
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New Families Vs Baseline38 branches
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New Vocabulary Vs Baseline2 branches
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Pronunciation Included1 branches
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