EXPLORE MEXICAN SPANISH

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32unique phrases · 2% of collection

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Difficulty2 branches

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

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32 results
  1. Help me sit down.Ayúdame a sentarme.

    “Ayúdame a sentarme.” means “Help me sit down.” in Mexican Spanish. Request physical help to sit, not tell someone to sit independently.

  2. Help me get up.Ayúdame a levantarme.

    “Ayúdame a levantarme.” means “Help me get up.” in Mexican Spanish. Request physical help to rise, not tell someone to stand independently.

  3. How do you close it?¿Cómo se cierra?

    “¿Cómo se cierra?” means “How do you close it?” in Mexican Spanish. Ask how a device/container/door is closed.

  4. How do you open it?¿Cómo se abre?

    “¿Cómo se abre?” means “How do you open it?” in Mexican Spanish. Ask how a device/container/door is opened.

  5. Let it go.Déjalo ir.

    “Déjalo ir.” means “Let it go.” in Mexican Spanish. Allow an understood person or thing to leave. This selects literal release.

  6. Leave it.Déjalo.

    “Déjalo.” means “Leave it.” in Mexican Spanish. Leave an understood object alone or as it is. For a feminine object, déjala.

  7. Come back.Vuelve.

    “Vuelve.” means “Come back.” in Mexican Spanish. Ask someone to return.

  8. Do it.Hazlo.

    “Hazlo.” means “Do it.” in Mexican Spanish. Ask someone to perform the understood action.

  9. Let me think.Déjame pensar.

    “Déjame pensar.” means “Let me think.” in Mexican Spanish. Ask for time to think before replying.

  10. Could you cook?¿Podrías cocinar?

    “¿Podrías cocinar?” means “Could you cook?” in Mexican Spanish. Request that the listener handle cooking for an understood meal.

  11. I knew it.Lo sabía.

    “Lo sabía.” means “I knew it.” in Mexican Spanish. React when something confirms what you suspected.

  12. Please come with me.Ven conmigo, por favor.

    “Ven conmigo, por favor.” means “Please come with me.” in Mexican Spanish. This expression belongs to Conversation. Invite.

  13. Would you do it again?¿Lo harías otra vez?

    “¿Lo harías otra vez?” means “Would you do it again?” in Mexican Spanish. Ask willingness to repeat a completed experience.

  14. Why should I?¿Por qué debería hacerlo?

    “¿Por qué debería hacerlo?” means “Why should I?” in Mexican Spanish. Ask for justification for doing an understood action.

  15. Is it what you wanted?¿Es lo que querías?

    “¿Es lo que querías?” means “Is it what you wanted?” in Mexican Spanish. Confirm that an item matches what someone wanted.

  16. Is it what you expected?¿Es lo que esperabas?

    “¿Es lo que esperabas?” means “Is it what you expected?” in Mexican Spanish. Compare reality with expectations.

  17. 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.

  18. You make me feel at home.Me haces sentir en casa.

    “Me haces sentir en casa.” means “You make me feel at home.” in Mexican Spanish. Tell listener they make speaker feel welcome or at home.

  19. Check whether it’s correct.Revisa si está bien.

    “Revisa si está bien.” means “Check whether it’s correct.” in Mexican Spanish. Ask one person informally to check whether something is correct.

  20. He/She passed away.Falleció.

    “Falleció.” means “He/She passed away.” in Mexican Spanish. Respectfully report that a previously identified person died.

  21. Kiss me.Bésame.

    Bésame is a familiar tú command asking someone to kiss you. The attached me means me. Use it only where affection is welcome; ¿puedo besarte? instead asks permission to kiss the other person.

  22. Hug me.Abrázame.

    Abrázame is a familiar tú command asking for a hug. It can be romantic, comforting or affectionate among family and friends. The written accent keeps the stress on the same syllable when me is attached.

  23. Take me with you.Llévame contigo.

    “Llévame contigo.” means “Take me with you.” in Mexican Spanish. Ask to accompany someone who is leaving.

  24. I was working.Estaba trabajando.

    “Estaba trabajando.” means “I was working.” in Mexican Spanish. Explain what the speaker was doing during an understood past period.

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 role7 branches

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

Situations31 branches

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

Not recorded2Allow an understood person or thing to leave. This selects literal release.1Ask a close person for a hug.1Ask for affection in an appropriate established relationship.1Ask for help locking an understood item.1Ask for justification for doing an understood action.1Ask for time to think before replying.1Ask how a device/container/door is closed.1Ask how a device/container/door is opened.1Ask someone to perform the understood action.1Ask someone to return.1Ask to accompany someone who is leaving.1Ask to wrap an understood item, e.g.1Ask willingness to repeat a completed experience.1Compare reality with expectations.1Confirm that an item matches what someone wanted.1Explain holding an item aside for the listener’s use, e.g.1Explain not having seen/noticed the listener in a past situation.1Explain what the speaker was doing during an understood past period.1Express concern about losing a valued relationship.1Leave an understood object alone or as it is. For a feminine object, déjala.1React when something confirms what you suspected.1Report rain ending, distinct from current rainfall.1Report receiving a call from an unidentified person, e.g.1Request physical help to rise, not tell someone to stand independently.1Request physical help to sit, not tell someone to sit independently.1Request that the listener handle cooking for an understood meal.1Respectfully report that a previously identified person died.1Tell a familiar romantic listener they make the speaker blush.1Tell a listener they help the speaker feel better.1Tell listener they make speaker feel welcome or at home.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 families51 branches

Browse recorded word families shared by phrases. These editorial family labels may not be dictionary headwords.

Vocabulary familiarity4 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 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 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 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 methods3 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 factor5 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.

Idiom difficulty factor2 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 Families19 branches

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

New Families Vs Baseline28 branches

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New Vocabulary Vs Baseline2 branches

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Pronunciation Included1 branches

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