EXPLORE MEXICAN SPANISH

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Explore 31 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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31unique phrases · 2% 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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31 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. Do you remember me?¿Me recuerdas?

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

  3. I’ll help you.Te ayudo.

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

  4. 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.

  5. I feel worse.Me siento peor.

    “Me siento peor.” means “I feel worse.” in Mexican Spanish. Report feeling worse, rather than improvement, during an ordinary or healthcare check-in.

  6. What’s your address?¿Cuál es tu dirección?

    “¿Cuál es tu dirección?” means “What’s your address?” in Mexican Spanish. Ask someone’s address in an appropriate exchange.

  7. I can’t do it.No puedo hacerlo.

    “No puedo hacerlo.” means “I can’t do it.” in Mexican Spanish. Explain inability to do the understood task.

  8. I can’t help you.No puedo ayudarte.

    “No puedo ayudarte.” means “I can’t help you.” in Mexican Spanish. Explain inability to assist the listener, rather than ask for help or reject needed assistance.

  9. Where can I sit?¿Dónde puedo sentarme?

    “¿Dónde puedo sentarme?” means “Where can I sit?” in Mexican Spanish. Ask which location or seat is available for sitting.

  10. Help me carry this.Ayúdame a llevar esto.

    “Ayúdame a llevar esto.” means “Help me carry this.” in Mexican Spanish. Ask for physical cooperation carrying the indicated item.

  11. I did it.Lo hice.

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

  12. I am on vacation.Estoy de vacaciones.

    “Estoy de vacaciones.” means “I am on vacation.” in Mexican Spanish. Explain travel or work availability while on vacation.

  13. 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.

  14. My door is locked.Mi puerta está cerrada con llave.

    “Mi puerta está cerrada con llave.” means “My door is locked.” in Mexican Spanish. Report that a door is locked with a key.

  15. Do you know him?¿Lo conoces?

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

  16. 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.

  17. 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.

  18. 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.

  19. Do the laundry.Lava la ropa.

    “Lava la ropa.” means “Do the laundry.” in Mexican Spanish. Ask someone to do the laundry.

  20. You can use it.Puedes usarlo.

    “Puedes usarlo.” means “You can use it.” in Mexican Spanish. Grant permission to use an understood item.

  21. Do you trust me?¿Confías en mí?

    “¿Confías en mí?” means “Do you trust me?” in Mexican Spanish. Ask whether the listener trusts the speaker.

  22. What are you cooking?¿Qué estás cocinando?

    “¿Qué estás cocinando?” means “What are you cooking?” in Mexican Spanish. Ask what food listener is preparing during a meal conversation.

  23. I didn’t know.No lo sabía.

    “No lo sabía.” means “I didn’t know.” in Mexican Spanish. React to new information by saying the speaker did not previously know it.

  24. Yes, I called you.Sí, te llamé.

    “Sí, te llamé.” means “Yes, I called you.” in Mexican Spanish. Confirm a completed call: you called the listener. This answers ¿Me llamaste?

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.

Situations31 branches

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

Ask 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 for physical cooperation carrying the indicated item.1Ask how listener found an understood item or place.1Ask personal acquaintance with an already identified man.1Ask someone to do the laundry.1Ask someone to repair a contextually understood item/problem.1Ask someone’s address in an appropriate exchange.1Ask the purchase location of an item previously mentioned.1Ask what food listener is preparing during a meal conversation.1Ask what material an understood object is made from.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 the listener trusts the speaker.1Ask which location or seat is available for sitting.1Ask whose turn it is now in a game or queue.1Check recognition when meeting someone again.1Confirm a completed call: you called the listener. This answers ¿Me llamaste?1Confirm having completed the understood action.1Explain a hearing/audio problem during a call.1Explain inability to assist the listener, rather than ask for help or reject needed assistance.1Explain inability to do the understood task.1Explain travel or work availability while on vacation.1Grant permission to use an understood item.1Not recorded1Offer/commit to helping the listener.1React to new information by saying the speaker did not previously know it.1Reassure a familiar listener not to be afraid in an understood situation.1Report feeling worse, rather than improvement, during an ordinary or healthcare check-in.1Report that a door is locked with a key.1Say an event/situation has ended, not merely that a work task is finished.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 collections3 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 familiarity3 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.

Ambiguity risk3 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 count2 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 contribution1 branches

Recorded number of vocabulary-family contributions; it is not a learner’s vocabulary size.

Review dates2 branches

When the recorded editorial review was performed.

Editorial quality1 branches

Recorded review status and quality classification.

Source batches2 branches

Editorial import batches where source information is recorded.

Review methods2 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.

Length difficulty factor5 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 factor2 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 Families1 branches

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

New Families Vs Baseline22 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.