EXPLORE MEXICAN SPANISH
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Explore 131 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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Topics31 branches
Find phrases for everyday situations and conversations. A phrase can belong to several topics.
Difficulty4 branches
Poquito’s learning difficulty bands reflect length, vocabulary, grammar and idiom. These are editorial estimates, not CEFR levels.
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131 results- When do you study?¿Cuándo estudias?
“¿Cuándo estudias?” means “When do you study?” in Mexican Spanish. Keep; situation-specific.
- Who do you need?¿A quién necesitas?
“¿A quién necesitas?” means “Who do you need?” in Mexican Spanish. Use when asking which person is needed for a task; context required.
- I have to study.Tengo que estudiar.
“Tengo que estudiar.” means “I have to study.” in Mexican Spanish. Explain an obligation to study.
- I have to sleep.Tengo que dormir.
“Tengo que dormir.” means “I have to sleep.” in Mexican Spanish. Explain a need to sleep and end an activity or conversation.
- I am cooking.Estoy cocinando.
“Estoy cocinando.” means “I am cooking.” in Mexican Spanish. Explain current cooking activity/availability.
- Did you drive?¿Manejaste?
“¿Manejaste?” means “Did you drive?” in Mexican Spanish. Ask whether driving happened in a past situation, not whether someone knows how to drive.
- Look down.Mira abajo.
“Mira abajo.” means “Look down.” in Mexican Spanish. Direct the listener’s gaze downward toward an understood point.
- I do the dishes.Lavo los platos.
“Lavo los platos.” means “I do the dishes.” in Mexican Spanish. Describe a household chore as a habit/activity.
- I do it myself.Lo hago yo mismo.
“Lo hago yo mismo.” means “I do it myself.” in Mexican Spanish. Explain handling a task oneself without another person’s assistance.
- Something happened.Algo pasó.
“Algo pasó.” means “Something happened.” in Mexican Spanish. Alert someone that an incident/event occurred, followed by details when asked.
- I make the bed.Hago la cama.
“Hago la cama.” means “I make the bed.” in Mexican Spanish. Describe making the bed as a household chore.
- From now on.De ahora en adelante.
“De ahora en adelante.” means “From now on.” in Mexican Spanish. Mark a new rule/arrangement applying from this moment onward.
- There’s a way.Hay una manera.
“Hay una manera.” means “There’s a way.” in Mexican Spanish. Reassure that some method/solution exists for the understood problem.
- Face to face.Cara a cara.
“Cara a cara.” means “Face to face.” in Mexican Spanish. Specify speaking or meeting face to face rather than remotely.
- Who is waiting?¿Quién está esperando?
“¿Quién está esperando?” means “Who is waiting?” in Mexican Spanish. A contextual question; keep below essential priority.
- How do you learn Spanish?¿Cómo aprendes español?
“¿Cómo aprendes español?” means “How do you learn Spanish?” in Mexican Spanish. Discuss another person’s Spanish-learning process or resources.
- I am walking.Estoy caminando.
“Estoy caminando.” means “I am walking.” in Mexican Spanish. Explain current activity while on foot.
- It’s snowing.Está nevando.
“Está nevando.” means “It’s snowing.” in Mexican Spanish. Report snow currently falling.
- It’s next to me.Está a mi lado.
“Está a mi lado.” means “It’s next to me.” in Mexican Spanish. Locate an item/person beside the speaker.
- Nobody is here.No hay nadie aquí.
“No hay nadie aquí.” means “Nobody is here.” in Mexican Spanish. Report that the relevant place is empty of people.
- Is there a hotel nearby?¿Hay un hotel cerca?
“¿Hay un hotel cerca?” means “Is there a hotel nearby?” in Mexican Spanish. Ask whether a hotel exists nearby during travel.
- I have a gift for you.Tengo un regalo para ti.
“Tengo un regalo para ti.” means “I have a gift for you.” in Mexican Spanish. Announce having a gift for the listener before handing it over.
- I want to meet you.Quiero conocerte.
“Quiero conocerte.” means “I want to meet you.” in Mexican Spanish. Conocerte means meeting or getting to know someone for the first time.
- When did it happen?¿Cuándo pasó?
“¿Cuándo pasó?” means “When did it happen?” in Mexican Spanish. Ask the date/time of a previously mentioned past event.
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 role9 branches
What the phrase does in a conversation. A phrase can have several standardized roles, such as asking, answering or sharing information.
Situations119 branches
The specific setting recorded by the editorial review. Not every phrase has a named situation.
Gender forms3 branches
Explore the grammatical gender forms recorded for each phrase. Grammatical gender is different from the speaker’s identity.
Who or what gender refers to4 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 families193 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 count3 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 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 batches4 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 factor7 branches
Recorded points for this component of the difficulty score. See each phrase for the assessment note.
Vocabulary difficulty factor7 branches
Recorded points for this component of the difficulty score. See each phrase for the assessment note.
Grammar difficulty factor13 branches
Recorded points for this component of the difficulty score. See each phrase for the assessment note.
Idiom difficulty factor5 branches
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Reuse difficulty factor4 branches
Recorded points for this component of the difficulty score. See each phrase for the assessment note.
Unique Vocabulary Families98 branches
Explore the recorded editorial values for this metric. Missing values are explicitly marked.
New Families Vs Baseline126 branches
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New Vocabulary Vs Baseline2 branches
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Pronunciation Included1 branches
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