EXPLORE MEXICAN SPANISH

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Explore 32 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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32unique phrases · 2% of collection

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Difficulty2 branches

Poquito’s learning difficulty bands reflect length, vocabulary, grammar and idiom. These are editorial estimates, not CEFR levels.

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32 results
  1. Can you fix it?¿Puedes arreglarlo?

    “¿Puedes arreglarlo?” means “Can you fix it?” in Mexican Spanish. Ask someone to repair a contextually understood item/problem.

  2. How does it work?¿Cómo funciona?

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

  3. Are we running late?¿Vamos tarde?

    “¿Vamos tarde?” means “Are we running late?” in Mexican Spanish. Check whether the speaker and companions are currently running late.

  4. I’m bleeding.Estoy sangrando.

    “Estoy sangrando.” means “I’m bleeding.” in Mexican Spanish. Report active bleeding as a symptom.

  5. Do you remember me?¿Me recuerdas?

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

  6. I’ll help you.Te ayudo.

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

  7. It’s on me.Yo invito.

    “Yo invito.” means “It’s on me.” in Mexican Spanish. Offer to pay for a companion/group’s purchase or meal.

  8. 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.

  9. Don’t touch.No toques.

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

  10. 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.

  11. Have they arrived?¿Ya llegaron?

    “¿Ya llegaron?” means “Have they arrived?” in Mexican Spanish. Check whether expected people have already arrived.

  12. I did it.Lo hice.

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

  13. I mean...Quiero decir...

    “Quiero decir...” means “I mean...” in Mexican Spanish. Conventional self-correction marker followed by the corrected wording.

  14. 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.

  15. Are you in love?¿Estás enamorado?

    ¿Estás enamorado? asks whether the listener is in love. Use enamorada when referring to a female listener. This is a personal question, so the relationship and context matter.

  16. That’s a shame.Qué lástima.

    “Qué lástima.” means “That’s a shame.” in Mexican Spanish. Express sympathy at an unfortunate event.

  17. You can keep it.Puedes quedártelo.

    “Puedes quedártelo.” means “You can keep it.” in Mexican Spanish. Allow the listener to retain an object as their own.

  18. Do you know him?¿Lo conoces?

    “¿Lo conoces?” means “Do you know him?” in Mexican Spanish. Ask personal acquaintance with an already identified man.

  19. I’m counting on you.Cuento contigo.

    “Cuento contigo.” means “I’m counting on you.” in Mexican Spanish. Tell a familiar listener the speaker relies on them to follow through.

  20. Do you love me?¿Me amas?

    “¿Me amas?” means “Do you love me?” in Mexican Spanish. Ask a romantic partner whether they love the speaker.

  21. Does it matter to you?¿Te importa?

    “¿Te importa?” means “Does it matter to you?” in Mexican Spanish. Ask whether an understood issue matters to the listener; this is about importance.

  22. Do you mind?¿Te molesta?

    “¿Te molesta?” means “Do you mind?” in Mexican Spanish. Ask whether a proposed action bothers the listener. Reply explicitly: No, no me molesta.

  23. Do you eat meat?¿Comes carne?

    “¿Comes carne?” means “Do you eat meat?” in Mexican Spanish. Ask whether listener eats meat before planning or serving a meal.

  24. Do you believe me?¿Me crees?

    “¿Me crees?” means “Do you believe me?” in Mexican Spanish. Ask whether the listener believes the speaker’s factual statement.

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 role9 branches

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

Situations32 branches

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

Allow the listener to retain an object as their own.1Ask a familiar person whether they are in love, in an appropriate personal conversation. Female listener: ¿Estás enamorada?1Ask a romantic partner whether they love the speaker.1Ask how an understood thing/system works.1Ask listener to share use or a portion of an understood item.1Ask personal acquaintance with an already identified man.1Ask someone not to touch the indicated object.1Ask someone to bring an understood object here toward the speaker.1Ask someone to keep an understood task, explanation or design uncomplicated.1Ask someone to repair a contextually understood item/problem.1Ask what initial step to take in an understood process.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 listener eats meat before planning or serving a meal.1Ask whether the listener believes the speaker’s factual statement.1Check recognition when meeting someone again.1Check whether expected people have already arrived.1Check whether the speaker and companions are currently running late.1Confirm having completed the understood action.1Conventional self-correction marker followed by the corrected wording.1Express liking/attraction toward the listener with appropriate familiarity.1Express sympathy at an unfortunate event.1Grant permission to use an understood item.1Invite the listener to join the speaker’s group.1Offer to pay for a companion/group’s purchase or meal.1Offer/commit to helping the listener.1Promise to notify the listener about a result/update.1Report active bleeding as a symptom.1Request sending an already understood file/item/message.1Say an event/situation has ended, not merely that a work task is finished.1Tell a familiar listener that they matter to the speaker.1Tell a familiar listener the speaker relies on them to follow through.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 families41 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.

Reusability2 branches

Editorial score for how broadly an expression can be reused; higher scores indicate more reuse.

Ambiguity risk2 branches

Editorial score for how strongly meaning can depend on context; higher values indicate more ambiguity.

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 score2 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 factor5 branches

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

Grammar difficulty factor7 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 factor3 branches

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

Unique Vocabulary Families21 branches

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

New Families Vs Baseline28 branches

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New Vocabulary Vs Baseline2 branches

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Pronunciation Included1 branches

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