EXPLORE MEXICAN SPANISH
2 · 0 · Beginner · Home Together
Household requests, chores, belongings, family routines and living together.
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Topics78 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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51 results- I’m going home.Voy a casa.
“Voy a casa.” means “I’m going home.” in Mexican Spanish. Tell someone the speaker is heading home.
- Should I bring anything?¿Llevo algo?
“¿Llevo algo?” means “Should I bring anything?” in Mexican Spanish.
- I’m not home.No estoy en casa.
“No estoy en casa.” means “I’m not home.” in Mexican Spanish. Report being away from home when asked about location/availability.
- Are they here?¿Ellos están aquí?
“¿Ellos están aquí?” means “Are they here?” in Mexican Spanish. Check the presence of an understood group of people.
- Are you at home?¿Estás en casa?
“¿Estás en casa?” means “Are you at home?” in Mexican Spanish. Check whether the listener is currently at home.
- No water is coming out.No sale agua.
“No sale agua.” means “No water is coming out.” in Mexican Spanish. Use this when you turn on a faucet and nothing comes out.
- My phone is broken.Mi teléfono está roto.
“Mi teléfono está roto.” means “My phone is broken.” in Mexican Spanish. Report that a phone is broken, distinct from battery status.
- I can’t sleep.No puedo dormir.
“No puedo dormir.” means “I can’t sleep.” in Mexican Spanish. Report difficulty sleeping, not desire to sleep or a bedtime instruction.
- There’s nothing here.No hay nada aquí.
“No hay nada aquí.” means “There’s nothing here.” in Mexican Spanish. Report no objects/content at the indicated place.
- I need this.Necesito esto.
“Necesito esto.” means “I need this.” in Mexican Spanish. Esto refers to an unidentified thing or situation.
- I am alone.Estoy solo.
“Estoy solo.” means “I am alone.” in Mexican Spanish. Explain that no other person is present. Female speaker: Estoy sola.
- They are here.Ellos / Ellas están aquí.
“Ellos / Ellas están aquí.” means “They are here.” in Mexican Spanish. Existing card includes both group genders.
- It’s yours.Es tuyo.
“Es tuyo.” means “It’s yours.” in Mexican Spanish. Tell the listener the object belongs to them. Feminine alternative: Es tuya.
- We have food.Tenemos comida.
“Tenemos comida.” means “We have food.” in Mexican Spanish. Report that the group has food available, for hospitality or coordinating supplies.
- They aren’t here.Ellos no están aquí. / Ellas no están aquí.
“Ellos no están aquí. / Ellas no están aquí.” means “They aren’t here.” in Mexican Spanish. Choose ellos for a male or mixed group, ellas for an all-female group.
- I’m home.Estoy en casa.
“Estoy en casa.” means “I’m home.” in Mexican Spanish. Tell family or a partner that you are at home.
- It’s mine.Es mío.
“Es mío.” means “It’s mine.” in Mexican Spanish. Identify ownership of an understood object. Feminine alternative: Es mía.
- It’s clean.Está limpio.
“Está limpio.” means “It’s clean.” in Mexican Spanish. Report cleanliness of an understood item/room.
- They’re dirty.Están sucios.
“Están sucios.” means “They’re dirty.” in Mexican Spanish. Report that understood plural items such as shoes are dirty.
- We have guests.Tenemos invitados.
“Tenemos invitados.” means “We have guests.” in Mexican Spanish. Explain that guests are visiting, for household scheduling or hospitality.
- I want to sleep.Quiero dormir.
“Quiero dormir.” means “I want to sleep.” in Mexican Spanish. This expression belongs to Wants and Needs. Request / express a need.
- Did you sleep?¿Dormiste?
“¿Dormiste?” means “Did you sleep?” in Mexican Spanish. This expression belongs to Conversation. Ask a question.
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.
Situations33 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 collections3 branches
The fixed introductory collection and editorial Core or Expansion placements.
Vocabulary families65 branches
Browse recorded word families shared by phrases. These editorial family labels may not be dictionary headwords.
Vocabulary familiarity3 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.
Coverage gap value5 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 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 dates7 branches
When the recorded editorial review was performed.
Editorial quality1 branches
Recorded review status and quality classification.
Source batches7 branches
Editorial import batches where source information is recorded.
Review methods6 branches
How the recorded editorial ratings were assigned. These are assessments rather than measured learning outcomes.
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 factor7 branches
Recorded points for this component of the difficulty score. See each phrase for the assessment note.
Reuse difficulty factor3 branches
Recorded points for this component of the difficulty score. See each phrase for the assessment note.
Unique Vocabulary Families20 branches
Explore the recorded editorial values for this metric. Missing values are explicitly marked.
New Families Vs Baseline26 branches
Explore the recorded editorial values for this metric. Missing values are explicitly marked.
New Vocabulary Vs Baseline3 branches
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Pronunciation Included2 branches
Explore the recorded editorial values for this metric. Missing values are explicitly marked.