EXPLORE MEXICAN SPANISH

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61unique phrases · 3% 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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61 results
  1. 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.

  2. 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.

  3. 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.

  4. Can they help?¿Ellos pueden ayudar?

    “¿Ellos pueden ayudar?” means “Can they help?” in Mexican Spanish. Check whether an understood group can provide assistance.

  5. Who are you with?¿Con quién estás?

    “¿Con quién estás?” means “Who are you with?” in Mexican Spanish. Ask who is accompanying the listener.

  6. 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.

  7. 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.

  8. 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.

  9. 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.

  10. 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.

  11. Will you come back?¿Vas a volver?

    “¿Vas a volver?” means “Will you come back?” in Mexican Spanish. Check whether the listener intends to return.

  12. See you there.Nos vemos ahí.

    “Nos vemos ahí.” means “See you there.” in Mexican Spanish. Confirm a shared plan to meet at the already indicated place.

  13. 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.

  14. Are there any seats available?¿Hay asientos disponibles?

    “¿Hay asientos disponibles?” means “Are there any seats available?” in Mexican Spanish. Ask whether seats are available in a waiting/travel/venue setting.

  15. Where can I wait?¿Dónde puedo esperar?

    “¿Dónde puedo esperar?” means “Where can I wait?” in Mexican Spanish. Ask staff/host where it is appropriate to wait.

  16. 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.

  17. Did they leave?¿Ya se fueron?

    “¿Ya se fueron?” means “Did they leave?” in Mexican Spanish. Check whether a group has already departed.

  18. Call me back.Devuélveme la llamada.

    “Devuélveme la llamada.” means “Call me back.” in Mexican Spanish. Ask the listener to return a phone call.

  19. Where does it hurt?¿Dónde le duele?

    “¿Dónde le duele?” means “Where does it hurt?” in Mexican Spanish. Understand a formal question asking where pain is located.

  20. 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.

  21. Here or there?¿Aquí o allí?

    “¿Aquí o allí?” means “Here or there?” in Mexican Spanish. Ask which of two indicated places to use for the understood action or seating.

  22. I need a ticket.Necesito un boleto.

    “Necesito un boleto.” means “I need a ticket.” in Mexican Spanish. Request a travel ticket; boleto is common in Mexico.

  23. Now or later?¿Ahora o después?

    “¿Ahora o después?” means “Now or later?” in Mexican Spanish. Ask whether to do the understood action now or later.

  24. That’s all.Eso es todo.

    “Eso es todo.” means “That’s all.” in Mexican Spanish. Finish an order, list or explanation by saying nothing more is needed.

Technical Specs
Formality and register3 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.

Situations61 branches

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

Ask a familiar listener not to pressure the speaker to hurry.1Ask for accommodation at a hotel.1Ask for operating or usage instructions for an understood item.1Ask for the scheduled clock time of an already understood event, rather than current clock time.1Ask how listener found an understood item or place.1Ask listener not to interrupt the speaker in conversation.1Ask preferred serving temperature of an understood drink/item.1Ask someone to bring the speaker up to date on missed events.1Ask someone to care for or watch over you.1Ask staff/host where it is appropriate to wait.1Ask the listener to fulfill an already made promise.1Ask the listener to maintain physical distance in a crowd or personal-space situation.1Ask the listener to return a phone call.1Ask the listener to turn their body around.1Ask the purchase location of an item previously mentioned.1Ask the reason behind another person’s question.1Ask what food listener is preparing during a meal conversation.1Ask whether going/leaving is necessary, rather than ask advice or permission.1Ask whether listener is heading home when coordinating departure.1Ask whether listener is still working while checking availability.1Ask whether seats are available in a waiting/travel/venue setting.1Ask whether the listener trusts the speaker.1Ask whether to do the understood action now or later.1Ask whether waiting is required, rather than whether waiting would be advisable.1Ask which event/object someone is waiting for.1Ask which of two indicated places to use for the understood action or seating.1Ask who is accompanying the listener.1Ask who owns the indicated item.1Check the presence of an understood group of people.1Check whether a group has already departed.1Check whether an understood group can provide assistance.1Check whether an understood group is prepared, not state they are ready.1Check whether the listener intends to return.1Clarify that an attributed remark was not said by the speaker.1Commit to going to the understood destination/event.1Confirm a completed call: you called the listener. This answers ¿Me llamaste?1Confirm a shared plan to meet at the already indicated place.1Conventional opinion introducer.1Delegate responsibility for an understood task to the listener.1Deny that a past incident occurred.1Describe disappointment after an unmet expectation. Female speaker: Me siento decepcionada.1Describe embarrassment. Avergonzado is different from embarazada (pregnant). Female speaker: Me siento avergonzada.1Describe physical or social discomfort; context supplies the cause. Female speaker: Me siento incómoda.1Explain a hearing/audio problem during a call.1Explain emotional hurt caused by someone’s words or actions.1Express a wish that listener were present during separation.1Finish an order, list or explanation by saying nothing more is needed.1Give precaution as a reason for doing/taking something extra.1Invite a suggestion for solving an understood problem.1Make a marriage proposal to an established partner.1Politely ask listener to stop an understood ongoing act.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 a large number of people/crowding at an understood place, useful in travel or event planning.1Report difficulty sleeping, not desire to sleep or a bedtime instruction.1Request a decrease in device or music volume.1Request a travel ticket; boleto is common in Mexico.1Request mopping a floor as a household task.1Seek advice on what words to say in an understood interaction.1State that an understood action or place is unsafe. For an action or situation, keep seguro. An understood feminine object takes segura.1Understand a formal question asking where pain is located.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 families83 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.

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 score5 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 factor11 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 Families35 branches

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

New Families Vs Baseline44 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.