EXPLORE MEXICAN SPANISH

Added · 2 · Easy · 4 · Keeping a Conversation Going

Greetings, introductions, follow-up questions, opinions, reasons and conversational replies.

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74unique phrases · 4% 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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74 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. How do you feel?¿Cómo te sientes?

    “¿Cómo te sientes?” means “How do you feel?” in Mexican Spanish. Ask about someone’s current physical or emotional condition.

  3. What’s your number?¿Cuál es tu número?

    “¿Cuál es tu número?” means “What’s your number?” in Mexican Spanish. Ask someone’s contact phone number in an appropriate exchange.

  4. Do you remember me?¿Me recuerdas?

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

  5. Do I have to go?¿Tengo que ir?

    “¿Tengo que ir?” means “Do I have to go?” in Mexican Spanish. Ask whether going/leaving is necessary, rather than ask advice or permission.

  6. Do I have to wait?¿Tengo que esperar?

    “¿Tengo que esperar?” means “Do I have to wait?” in Mexican Spanish. Ask whether waiting is required, rather than whether waiting would be advisable.

  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. 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.

  9. 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.

  10. What are you waiting for?¿Qué estás esperando?

    “¿Qué estás esperando?” means “What are you waiting for?” in Mexican Spanish. Ask which event/object someone is waiting for.

  11. Can I use this?¿Puedo usar esto?

    “¿Puedo usar esto?” means “Can I use this?” in Mexican Spanish. Ask permission to use the indicated item.

  12. Answer the phone.Contesta el teléfono.

    “Contesta el teléfono.” means “Answer the phone.” in Mexican Spanish. Ask someone to answer the ringing phone.

  13. Do I have to do this?¿Tengo que hacer esto?

    “¿Tengo que hacer esto?” means “Do I have to do this?” in Mexican Spanish. Ask whether performing the understood task is required.

  14. That works for me.Eso me viene bien.

    “Eso me viene bien.” means “That works for me.” in Mexican Spanish. Accept a proposed time/arrangement because it suits the speaker.

  15. Can I take a break?¿Puedo tomar un descanso?

    “¿Puedo tomar un descanso?” means “Can I take a break?” in Mexican Spanish. Ask permission to take a rest break in an understood work/activity context.

  16. How long will it take?¿Cuánto va a tardar?

    “¿Cuánto va a tardar?” means “How long will it take?” in Mexican Spanish. Ask about the expected duration of a known task or trip.

  17. That doesn’t work for me.Eso no me viene bien.

    “Eso no me viene bien.” means “That doesn’t work for me.” in Mexican Spanish. Decline a proposed time/arrangement because it does not suit the speaker.

  18. How old are you?¿Cuántos años tienes?

    “¿Cuántos años tienes?” means “How old are you?” in Mexican Spanish. Ask a person’s age in an appropriate introductory conversation.

  19. I did it.Lo hice.

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

  20. Tell him.Díselo.

    “Díselo.” means “Tell him.” in Mexican Spanish. Ask the listener to relay an already understood message to an identified man.

  21. 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.

  22. How do you pronounce it?¿Cómo se pronuncia?

    “¿Cómo se pronuncia?” means “How do you pronounce it?” in Mexican Spanish. Ask for pronunciation of an understood word/name.

  23. How do you spell it?¿Cómo se deletrea?

    “¿Cómo se deletrea?” means “How do you spell it?” in Mexican Spanish. Ask someone to spell a word or name.

  24. This is my friend.Este es mi amigo.

    “Este es mi amigo.” means “This is my friend.” in Mexican Spanish. Introduce a friend to another person.

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 role12 branches

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

Situations69 branches

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

Not recorded6Accept a proposed time/arrangement because it suits the speaker.1Allow the listener to retain an object as their own.1Ask a person’s age in an appropriate introductory conversation.1Ask a romantic partner whether they love the speaker.1Ask about someone’s current physical or emotional condition.1Ask about the expected duration of a known task or trip.1Ask about the listener’s family in a social check-in.1Ask for availability of a pen when filling out a form.1Ask for operating or usage instructions for an understood item.1Ask for pronunciation of an understood word/name.1Ask for reasoning behind an opinion or inference.1Ask frequency of an understood recurring visit/activity.1Ask how an understood thing/system works.1Ask how listener found an understood item or place.1Ask how two understood alternatives differ before deciding or learning.1Ask listener to share use or a portion of an understood item.1Ask permission to take a rest break in an understood work/activity context.1Ask permission to use the indicated item.1Ask personal acquaintance with an already identified man.1Ask someone to answer the ringing phone.1Ask someone to bring the speaker up to date on missed events.1Ask someone to keep an understood task, explanation or design uncomplicated.1Ask someone to spell a word or name.1Ask someone’s address in an appropriate exchange.1Ask someone’s contact phone number in an appropriate exchange.1Ask the degree of difficulty or effort of an understood activity.1Ask the listener to explain disagreement respectfully.1Ask the listener to relay an already understood message to an identified man.1Ask the reason behind another person’s question.1Ask what an understood object is called.1Ask what food listener is preparing during a meal conversation.1Ask what initial step to take in an understood process.1Ask what material an understood object is made from.1Ask whether going/leaving is necessary, rather than ask advice or permission.1Ask whether listener is still working while checking availability.1Ask whether performing the understood task is required.1Ask whether the listener believes the speaker’s factual statement.1Ask whether waiting is required, rather than whether waiting would be advisable.1Ask which event/object someone is waiting for.1Ask which language someone speaks to establish communication.1Ask which person resides at the indicated home, not who is physically present now.1Ask whose turn it is now in a game or queue.1Check recognition when meeting someone again.1Check whether the listener has made a pending decision.1Commit to going to the understood destination/event.1Confirm a completed call: you called the listener. This answers ¿Me llamaste?1Confirm having completed the understood action.1Conventional self-correction marker followed by the corrected wording.1Decline a proposed time/arrangement because it does not suit the speaker.1Deny that a past incident occurred.1Direct someone to ask the already identified man for information.1Explain inability to do the understood task.1Express a job-seeking goal in an appropriate planning conversation.1Express empathy for the listener’s feelings.1Express sympathy at an unfortunate event.1Give precaution as a reason for doing/taking something extra.1Grant permission to use an understood item.1Introduce a friend to another person.1Invite the listener to join the speaker’s group.1Offer to reserve an understood place or item for the listener.1Promise to bring an understood item to the listener.1Promise to notify the listener about a result/update.1Report a large number of people/crowding at an understood place, useful in travel or event planning.1Request sending an already understood file/item/message.1Say an event/situation has ended, not merely that a work task is finished.1Seek advice on what words to say in an understood interaction.1Thank someone despite their help not resolving the problem.1Use a conventional reunion greeting after not seeing someone for a while.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 families96 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 contribution2 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 factor6 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 factor12 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.

Reuse difficulty factor3 branches

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

Unique Vocabulary Families42 branches

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

New Families Vs Baseline56 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.