EXPLORE MEXICAN SPANISH

ahi

Explore 5 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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INSIDE THIS COLLECTION

5unique phrases · 0% of collection

Difficulty

2 3

Beginner
Easy

Usefulness

1 4

Essential
High

Vocabulary families: ahi ×

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Topics8 branches

Find phrases for everyday situations and conversations. A phrase can belong to several topics.

Conversation2 Getting Around Mexico2 Home Together2 Keeping a Conversation Going2 Everyday Conversation1 Everyday Statements1 Making Plans1 Requests1

Difficulty2 branches

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

Easy3 Beginner2

Filters

Memorization uses your latest English-first rating.

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5 results

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.
EasyEssentialEnglish first →Spanish first →
Put it down.Déjalo ahí.
“Déjalo ahí.” means “Put it down.” in Mexican Spanish. Ask someone to set an object down at the indicated place.
BeginnerHighEnglish first →Spanish first →
Will you be there?¿Vas a estar ahí?
“¿Vas a estar ahí?” means “Will you be there?” in Mexican Spanish. Confirm future presence at an understood place/event.
BeginnerHighEnglish first →Spanish first →
Who is there?¿Quién está ahí?
“¿Quién está ahí?” means “Who is there?” in Mexican Spanish. Ahí is natural when asking who is at the door; allá can refer farther away.
EasyHighEnglish first →Spanish first →
See you around.Nos vemos por ahí.
“Nos vemos por ahí.” means “See you around.” in Mexican Spanish. This expression belongs to Everyday Conversation. Greet / close.
EasyHighEnglish first →Spanish first →

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.

Neutral3 Familiar (tú)2

Conversation role7 branches

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

Ask a question2 Answer or explain1 Express feelings or opinions1 Give instructions1 Greet or say goodbye1 Make a request1 Share information1

Situations4 branches

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

Not recorded2 Ask someone to set an object down at the indicated place.1 Confirm a shared plan to meet at the already indicated place.1 Confirm future presence at an understood place/event.1

Gender forms1 branches

Explore the grammatical gender forms recorded for each phrase. Grammatical gender is different from the speaker’s identity.

neutral5

Who or what gender refers to1 branches

Find whether gender wording relates to the speaker, listener, noun or object.

Not recorded5

Learning collections3 branches

The fixed introductory collection and editorial Core or Expansion placements.

Core2 Not recorded2 Expansion1

Vocabulary familiarity2 branches

Everyday, less common and specialized vocabulary, considered separately from grammatical difficulty.

Everyday3 Not recorded2

Reusability3 branches

Editorial score for how broadly an expression can be reused; higher scores indicate more reuse.

53 31 41

Coverage gap value3 branches

Editorial estimate of how much the phrase adds to the collection’s practical coverage.

33 41 51

Ambiguity risk2 branches

Editorial score for how strongly meaning can depend on context; higher values indicate more ambiguity.

33 12

Confusion risk3 branches

Editorial estimate of the chance of confusing the expression with another; higher values indicate more risk.

22 32 11

Spanish word count2 branches

Explore shorter and longer expressions using the recorded Spanish word count.

1–33 4–62

Usefulness score2 branches

The detailed editorial usefulness score, distinct from the three usefulness labels.

44 51

Difficulty score3 branches

Scores run from 5 to 100. These ten-point ranges show the finer distribution within difficulty bands.

11–202 21–302 31–401

Vocabulary contribution2 branches

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

04 1–31

Review dates3 branches

When the recorded editorial review was performed.

2026-10-233 2026-10-121 2026-10-191

Editorial quality1 branches

Recorded review status and quality classification.

Reviewed for Spanish (Mexico)5

Source batches3 branches

Editorial import batches where source information is recorded.

photo-batches-01-15-2026-10-233 Everyday conversation screenshot1 LinguaDual 2026-10-19 batch 21

Review methods3 branches

How the recorded editorial ratings were assigned. These are assessments rather than measured learning outcomes.

Individual editorial meaning/context/grammar review; difficulty-v2 vocabulary/reuse recomputed against reconciled 1414-card deck. Supplemental ratings are editorial estimates, not recall or CEFR measurements.3 Editorial review; initial difficulty and usefulness estimates.1 Editorial rules: templates, topic/role density, context dependence, and same-topic word-family overlap1

Difficulty rubric versions1 branches

The version of the editorial difficulty rubric used for a phrase.

Source review decisions1 branches

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

Added5

Introductory speakers1 branches

The speaker roles recorded for the fixed introductory dialogue.

Not recorded5

Idiom difficulty factor3 branches