EXPLORE MEXICAN SPANISH

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Explore 118 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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118unique phrases · 6% 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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118 results
  1. How does it work?¿Cómo funciona?

    “¿Cómo funciona?” means “How does it work?” in Mexican Spanish. Ask how an understood thing/system works.

  2. Turn it on.Enciéndelo.

    “Enciéndelo.” means “Turn it on.” in Mexican Spanish. Ask someone to turn on an understood device.

  3. Turn it off.Apágalo.

    “Apágalo.” means “Turn it off.” in Mexican Spanish. Ask someone to turn off an understood device.

  4. Do you remember me?¿Me recuerdas?

    “¿Me recuerdas?” means “Do you remember me?” in Mexican Spanish. Check recognition when meeting someone again.

  5. I’ll help you.Te ayudo.

    “Te ayudo.” means “I’ll help you.” in Mexican Spanish. Offer/commit to helping the listener.

  6. I can’t hear you.No te escucho.

    “No te escucho.” means “I can’t hear you.” in Mexican Spanish. Explain a hearing/audio problem during a call.

  7. I’ll let you know.Te aviso.

    “Te aviso.” means “I’ll let you know.” in Mexican Spanish. Promise to notify the listener about a result/update.

  8. Don’t touch.No toques.

    “No toques.” means “Don’t touch.” in Mexican Spanish. Ask someone not to touch the indicated object.

  9. Bring it here.Tráelo aquí.

    “Tráelo aquí.” means “Bring it here.” in Mexican Spanish. Ask someone to bring an understood object here toward the speaker.

  10. Speak louder.Habla más fuerte.

    “Habla más fuerte.” means “Speak louder.” in Mexican Spanish. Ask the listener to speak louder so they can be heard.

  11. I can’t find my keys.No encuentro mis llaves.

    “No encuentro mis llaves.” means “I can’t find my keys.” in Mexican Spanish. Report being unable to locate keys.

  12. Don’t move.No te muevas.

    “No te muevas.” means “Don’t move.” in Mexican Spanish. Ask someone to hold their position, e.g.

  13. 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.

  14. Get your things.Toma tus cosas.

    “Toma tus cosas.” means “Get your things.” in Mexican Spanish. Ask someone to gather/take their belongings before leaving.

  15. I did it.Lo hice.

    “Lo hice.” means “I did it.” in Mexican Spanish. Confirm having completed the understood action.

  16. 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.

  17. Get ready.Prepárate.

    “Prepárate.” means “Get ready.” in Mexican Spanish. Tell someone to prepare for the understood next activity.

  18. Don’t cry.No llores.

    “No llores.” means “Don’t cry.” in Mexican Spanish. Comfort someone who is crying.

  19. 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.

  20. 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.

  21. Don’t go.No te vayas.

    “No te vayas.” means “Don’t go.” in Mexican Spanish. Ask someone not to leave.

  22. Did you decide?¿Decidiste?

    “¿Decidiste?” means “Did you decide?” in Mexican Spanish. Check whether the listener has made a pending decision.

  23. 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.

  24. How do I start?¿Cómo empiezo?

    “¿Cómo empiezo?” means “How do I start?” in Mexican Spanish. Ask what initial step to take in an understood process.

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 role8 branches

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

Situations118 branches

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

Accept an invitation enthusiastically.1Acknowledge making an error, e.g.1Affectionate question about missing the speaker.1Answer a question about having gone to the already understood place/event.1Approximate an amount or answer how something is going.1Arrival registration at a hotel/event.1Ask a close person for a hug.1Ask a romantic partner whether they love the speaker.1Ask about enjoyment of a completed activity, not general preference.1Ask about playing football as a hobby in casual introductions.1Ask for affection in an appropriate established relationship.1Ask for another item/serving of the understood kind.1Ask for operating or usage instructions for an understood item.1Ask for reasoning behind an opinion or inference.1Ask for the method of repairing an understood object/problem.1Ask how a device/container/door is closed.1Ask how a device/container/door is opened.1Ask how a known food/dish is prepared.1Ask how an understood thing/system works.1Ask how listener found an understood item or place.1Ask if a proposed action would be helpful.1Ask listener not to interrupt the speaker in conversation.1Ask personal acquaintance with an already identified man.1Ask someone not to argue verbally.1Ask someone not to leave.1Ask someone not to touch the indicated object.1Ask someone to bring an understood object here toward the speaker.1Ask someone to fill an understood bottle.1Ask someone to finish a beverage.1Ask someone to follow the rules of a game/test.1Ask someone to gather/take their belongings before leaving.1Ask someone to hold their position, e.g.1Ask someone to keep already shared information private.1Ask someone to lower their voice without demanding complete silence.1Ask someone to make the bed as a household task.1Ask someone to perform the understood action.1Ask someone to pick up an understood object.1Ask someone to put an understood object away for storage.1Ask someone to return.1Ask someone to set the table before a meal.1Ask someone to stop discussing a subject.1Ask someone to take an understood object to another indicated place away from the speaker.1Ask someone to turn off an understood device.1Ask someone to turn on an understood device.1Ask someone to wash dishes after a meal.1Ask someone to wash their hands in an ordinary hygiene routine.1Ask the listener to consider the understood suggestion.1Ask the listener to speak louder so they can be heard.1Ask the purchase location of an item previously mentioned.1Ask the reason behind another person’s question.1Ask what an understood book, film or subject is about.1Ask what an understood object is called.1Ask what initial step to take in an understood process.1Ask what sound or speech the listener hears.1Ask what the listener can see from their viewpoint.1Ask when an understood activity or job started in the past.1Ask when an understood task finished in the past.1Ask whether a proposed action bothers the listener. Reply explicitly: No, no me molesta.1Ask whether an understood issue matters to the listener; this is about importance.1Ask whether driving happened in a past situation, not whether someone knows how to drive.1Ask whether listener eats meat before planning or serving a meal.1Ask whether the listener believes the speaker’s factual statement.1Ask whether the listener trusts the speaker.1Ask which person arrived at an earlier event.1Ask which person resides at the indicated home, not who is physically present now.1Ask why a person stopped an understood movement or activity.1Ask why someone is laughing.1Check recognition when meeting someone again.1Check whether an understood man has replied to a message/question.1Check whether the listener has made a pending decision.1Clarify that an attributed remark was not said by the speaker.1Clarify that the speaker did not make a call in the understood past period.1Comfort someone who is crying.1Confirm a completed call: you called the listener. This answers ¿Me llamaste?1Confirm having completed the understood action.1Congratulate the listener on winning an understood game/contest.1Deny doing an understood action.1Describe a household chore as a habit/activity.1Describe checking email as part of a routine.1Describe getting out of bed as a routine, rather than command someone to stand.1Describe going to bed as a routine, rather than telling another person to sleep.1Describe waking as a daily routine.1Direct attention to an indicated place or item.1Direct someone to ask the already identified man for information.1Direct someone upstairs.1Direct the listener’s gaze downward toward an understood point.1Encourage someone to sleep/rest.1Explain a hearing/audio problem during a call.1Explain a past illness/absence. Female speaker: Estaba enferma.1Explain not having seen/noticed the listener in a past situation.1Explain what the speaker was doing during an understood past period.1Express affection for your family.1Express liking/attraction toward the listener with appropriate familiarity.1Firm request for honesty.1Firmly refuse something.1Firmly tell someone to leave.1Give precaution as a reason for doing/taking something extra.1Invite the listener to sample/taste an understood food or drink.1Offer ongoing personal support, e.g.1Offer/commit to helping the listener.1Promise to notify the listener about a result/update.1React to new information by saying the speaker did not previously know it.1React when something confirms what you suspected.1Reassure a familiar listener not to be afraid in an understood situation.1Remind someone not to forget an understood task or item.1Report being unable to locate keys.1Report not asking an understood person or question.1Report not having eaten during an understood past period.1Report not sleeping during an understood night or period.1Report rain ending, distinct from current rainfall.1Request a decrease in device or music volume.1Say an event/situation has ended, not merely that a work task is finished.1Set a boundary that the speaker will not wait.1Set a clear boundary against repetition of an understood action.1Tell a familiar listener that they matter to the speaker.1Tell someone it is their turn to act.1Tell someone to prepare for the understood next activity.1Wake someone who is sleeping.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 families139 branches

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

Reusability4 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 count2 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.

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.

Length difficulty factor4 branches

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

Vocabulary difficulty factor6 branches

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

Grammar difficulty factor9 branches

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

Idiom difficulty factor5 branches

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

Unique Vocabulary Families90 branches

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

New Families Vs Baseline117 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.