EXPLORE MEXICAN SPANISH

Requests · Easy · 12

Explore 21 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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21unique phrases · 1% of collection

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Difficulty1 branches

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

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21 results
  1. Can you do me a favor?¿Me puedes hacer un favor?

    “¿Me puedes hacer un favor?” means “Can you do me a favor?” in Mexican Spanish. Natural conversational order.

  2. The ATM is out of cash.El cajero no tiene efectivo.

    “El cajero no tiene efectivo.” means “The ATM is out of cash.” in Mexican Spanish.

  3. Just a trim, please.Solo un despunte, por favor.

    “Solo un despunte, por favor.” means “Just a trim, please.” in Mexican Spanish.

  4. Shorter on the sides.Más corto a los lados.

    “Más corto a los lados.” means “Shorter on the sides.” in Mexican Spanish.

  5. Please go over there.Ve para allá, por favor.

    “Ve para allá, por favor.” means “Please go over there.” in Mexican Spanish. Politely direct someone to an indicated place away from the speaker, without a hostile dismissal.

  6. Please wash it in cold water.En agua fría, por favor.

    “En agua fría, por favor.” means “Please wash it in cold water.” in Mexican Spanish.

  7. Can she come with us?¿Ella puede venir con nosotros?

    “¿Ella puede venir con nosotros?” means “Can she come with us?” in Mexican Spanish. Ask whether she can join the group. Use nosotras when everyone in the group is female.

  8. My appointment is at three.Tengo cita a las tres.

    “Tengo cita a las tres.” means “My appointment is at three.” in Mexican Spanish. Replace tres with the hour of your appointment.

  9. It didn’t give me cash.No me dio el dinero.

    “No me dio el dinero.” means “It didn’t give me cash.” in Mexican Spanish.

  10. Scissors only, please.Solo con tijeras, por favor.

    “Solo con tijeras, por favor.” means “Scissors only, please.” in Mexican Spanish.

  11. It has an oil stain.Tiene una mancha de aceite.

    “Tiene una mancha de aceite.” means “It has an oil stain.” in Mexican Spanish.

  12. Lock the door.Cierra la puerta con llave.

    “Cierra la puerta con llave.” means “Lock the door.” in Mexican Spanish. Ask the listener to lock a door with a key.

  13. Please call when you arrive.Llámame cuando llegues, por favor.

    “Llámame cuando llegues, por favor.” means “Please call when you arrive.” in Mexican Spanish.

  14. The ATM kept my card.El cajero retuvo mi tarjeta.

    “El cajero retuvo mi tarjeta.” means “The ATM kept my card.” in Mexican Spanish.

  15. A little shorter in back.Un poco más corto atrás.

    “Un poco más corto atrás.” means “A little shorter in back.” in Mexican Spanish.

  16. Can I have this, please?¿Me das esto, por favor?

    “¿Me das esto, por favor?” means “Can I have this, please?” in Mexican Spanish. For requesting an item; asking to keep/take something needs different wording.

  17. Can you leave it with the doorman?¿Puede dejarlo con el portero?

    “¿Puede dejarlo con el portero?” means “Can you leave it with the doorman?” in Mexican Spanish.

  18. Can you cut it dry?¿Lo puede cortar en seco?

    “¿Lo puede cortar en seco?” means “Can you cut it dry?” in Mexican Spanish.

  19. Can you give me twenties?¿Me da billetes de veinte?

    “¿Me da billetes de veinte?” means “Can you give me twenties?” in Mexican Spanish.

  20. Please don’t smoke here.No fumes aquí, por favor.

    “No fumes aquí, por favor.” means “Please don’t smoke here.” in Mexican Spanish. Politely ask someone not to smoke at the present location.

  21. Help me lock it.Ayúdame a cerrarlo con llave.

    “Ayúdame a cerrarlo con llave.” means “Help me lock it.” in Mexican Spanish. Ask for help locking an understood item.

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 role5 branches

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

Situations10 branches

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

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 families47 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.

Reusability2 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 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 contribution3 branches

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

Review dates3 branches

When the recorded editorial review was performed.

Editorial quality1 branches

Recorded review status and quality classification.

Source batches3 branches

Editorial import batches where source information is recorded.

Review methods4 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.

Source review decisions2 branches

The recorded action taken when a phrase was reviewed in a source batch.

Introductory speakers1 branches

The speaker roles recorded for the fixed introductory dialogue.

Vocabulary difficulty factor4 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 factor1 branches

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

Reuse difficulty factor4 branches

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

Unique Vocabulary Families25 branches

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

New Families Vs Baseline26 branches

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

New Vocabulary Vs Baseline3 branches

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

Pronunciation Included2 branches

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