EXPLORE MEXICAN SPANISH

2 · Easy · Added · 3 · 26

Explore 10 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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10unique phrases · 1% of collection

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Topics3 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.

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10 results
  1. When did you call?¿Cuándo llamaste?

    “¿Cuándo llamaste?” means “When did you call?” in Mexican Spanish. Informal tú question for everyday conversation.

  2. When did you leave?¿Cuándo te fuiste?

    “¿Cuándo te fuiste?” means “When did you leave?” in Mexican Spanish. Past-tense conversation.

  3. Who called me?¿Quién me llamó?

    “¿Quién me llamó?” means “Who called me?” in Mexican Spanish. Past tense; accent distinguishes llamó from llamo.

  4. Who did you call?¿A quién llamaste?

    “¿A quién llamaste?” means “Who did you call?” in Mexican Spanish. Personal a before the person called.

  5. When did you arrive?¿Cuándo llegaste?

    “¿Cuándo llegaste?” means “When did you arrive?” in Mexican Spanish. Past-tense conversation.

  6. When did you see it?¿Cuándo lo viste? / ¿Cuándo la viste?

    “¿Cuándo lo viste? / ¿Cuándo la viste?” means “When did you see it?” in Mexican Spanish. Ask when someone saw a masculine thing. Use la for a feminine thing; lo can also mean him in context. Choose lo or la to match the thing being discussed; say only one version.

  7. When should I go?¿Cuándo debería ir?

    “¿Cuándo debería ir?” means “When should I go?” in Mexican Spanish. Conditional advice question.

  8. Who did you see?¿A quién viste?

    “¿A quién viste?” means “Who did you see?” in Mexican Spanish. Personal a before the person being seen.

  9. Who sent this?¿Quién mandó esto?

    “¿Quién mandó esto?” means “Who sent this?” in Mexican Spanish. Mandar is a natural everyday alternative to enviar.

  10. Who did you meet?¿A quién conociste?

    “¿A quién conociste?” means “Who did you meet?” in Mexican Spanish. Means meeting someone for the first time; meeting up with a known person needs different wording.

Technical Specs
Formality and register1 branches

How a phrase addresses someone: Neutral, Familiar (tú), or Formal (usted). Politeness also depends on wording and context; tú can be polite.

Conversation role1 branches

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

Situations1 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 collections1 branches

The fixed introductory collection and editorial Core or Expansion placements.

Vocabulary families10 branches

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

Vocabulary familiarity1 branches

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

Reusability1 branches

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

Ambiguity risk2 branches

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

Confusion risk1 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 score1 branches

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

Difficulty score1 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 batches2 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.

Introductory speakers1 branches

The speaker roles recorded for the fixed introductory dialogue.

Length difficulty factor2 branches

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

Vocabulary difficulty factor3 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 factor2 branches

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

Unique Vocabulary Families4 branches

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

New Families Vs Baseline4 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.