EXPLORE MEXICAN SPANISH
Requests · Make a request · 5 · 1–3
Explore 36 phrases matching every part of this trail. Follow another branch to narrow the collection, or open a phrase to learn its meaning and use.
Practice this group ↗INSIDE THIS COLLECTION
Difficulty
Usefulness
Choose your next branch
Topics31 branches
Find phrases for everyday situations and conversations. A phrase can belong to several topics.
Difficulty3 branches
Poquito’s learning difficulty bands reflect length, vocabulary, grammar and idiom. These are editorial estimates, not CEFR levels.
Filters
Memorization uses your latest English-first rating.
Find your phrase
36 results- Turn it on.Enciéndelo.
“Enciéndelo.” means “Turn it on.” in Mexican Spanish. Ask someone to turn on an understood device.
- Turn it off.Apágalo.
“Apágalo.” means “Turn it off.” in Mexican Spanish. Ask someone to turn off an understood device.
- Give it back.Devuélvelo.
“Devuélvelo.” means “Give it back.” in Mexican Spanish. Ask someone to return an understood object to its owner or original holder.
- I want to cancel my appointment.Quiero cancelar mi cita.
“Quiero cancelar mi cita.” means “I want to cancel my appointment.” in Mexican Spanish. Use cancelar when you want to give up the appointment.
- I’d like an appointment.Quisiera una cita.
“Quisiera una cita.” means “I’d like an appointment.” in Mexican Spanish. A polite way to request an appointment at a clinic, salon, or office.
- 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.
- Can you confirm the time?¿Me confirma la hora?
“¿Me confirma la hora?” means “Can you confirm the time?” in Mexican Spanish. Ask a staff member to verify the time of your appointment.
- Speak louder.Habla más fuerte.
“Habla más fuerte.” means “Speak louder.” in Mexican Spanish. Ask the listener to speak louder so they can be heard.
- Call me back.Devuélveme la llamada.
“Devuélveme la llamada.” means “Call me back.” in Mexican Spanish. Ask the listener to return a phone call.
- Move aside.Hazte a un lado.
“Hazte a un lado.” means “Move aside.” in Mexican Spanish. Ask someone to move out of the way.
- Keep the change.Quédate con el cambio.
“Quédate con el cambio.” means “Keep the change.” in Mexican Spanish. Tell the payee to keep the extra money instead of returning change.
- No ice, please.Sin hielo, por favor.
“Sin hielo, por favor.” means “No ice, please.” in Mexican Spanish. Ask a server for a drink without ice.
- Pick it up.Recógelo.
“Recógelo.” means “Pick it up.” in Mexican Spanish. Ask someone to pick up an understood object.
- Put it away.Guárdalo.
“Guárdalo.” means “Put it away.” in Mexican Spanish. Ask someone to put an understood object away for storage.
- Get back!¡Retrocede!
“¡Retrocede!” means “Get back!” in Mexican Spanish. Ask someone to move backward immediately.
- Take it there.Llévalo allí.
“Llévalo allí.” means “Take it there.” in Mexican Spanish. Ask someone to take an understood object to another indicated place away from the speaker.
- Call it off.Cancélalo.
“Cancélalo.” means “Call it off.” in Mexican Spanish. Ask someone to cancel an understood booking or event.
- Set it up.Prepáralo.
“Prepáralo.” means “Set it up.” in Mexican Spanish. Ask someone to prepare an understood item or event.
- Figure it out.Resuélvelo.
“Resuélvelo.” means “Figure it out.” in Mexican Spanish. Ask someone to solve an understood problem.
- Ask him.Pregúntale.
“Pregúntale.” means “Ask him.” in Mexican Spanish. Direct someone to ask the already identified man for information.
- Can I return it?¿Lo puedo devolver?
“¿Lo puedo devolver?” means “Can I return it?” in Mexican Spanish. Use lo for an item referred to with a masculine noun, such as el pantalón. Use la for a feminine noun, such as la camisa.
- Look after me.Cuida de mí.
“Cuida de mí.” means “Look after me.” in Mexican Spanish. Ask someone to care for or watch over you.
- Keep your distance.Mantén tu distancia.
“Mantén tu distancia.” means “Keep your distance.” in Mexican Spanish. Ask the listener to maintain physical distance in a crowd or personal-space situation.
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.
Situations35 branches
The specific setting recorded by the editorial review. Not every phrase has a named situation.
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 families52 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.
Coverage gap value3 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 count2 branches
Explore shorter and longer expressions using the recorded Spanish word count.
Usefulness score3 branches
The detailed editorial usefulness score, distinct from the three usefulness labels.
Difficulty score4 branches
Scores run from 5 to 100. These ten-point ranges show the finer distribution within difficulty bands.
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 methods3 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.
Length difficulty factor4 branches
Recorded points for this component of the difficulty score. See each phrase for the assessment note.
Vocabulary difficulty factor4 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 factor3 branches
Recorded points for this component of the difficulty score. See each phrase for the assessment note.
Reuse difficulty factor2 branches
Recorded points for this component of the difficulty score. See each phrase for the assessment note.
Unique Vocabulary Families39 branches
Explore the recorded editorial values for this metric. Missing values are explicitly marked.
New Families Vs Baseline41 branches
Explore the recorded editorial values for this metric. Missing values are explicitly marked.
New Vocabulary Vs Baseline1 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.