EXPLORE MEXICAN SPANISH
2 · 0 · Beginner · sola
Explore 9 phrases matching every part of this trail. Follow another branch to narrow the collection, or open a phrase to learn its meaning and use.
Practice this group ↗INSIDE THIS COLLECTION
Difficulty
Usefulness
Choose your next branch
Topics11 branches
Find phrases for everyday situations and conversations. A phrase can belong to several topics.
Difficulty2 branches
Poquito’s learning difficulty bands reflect length, vocabulary, grammar and idiom. These are editorial estimates, not CEFR levels.
Filters
Memorization uses your latest English-first rating.
Find your phrase
9 results- I’m just looking.Solo estoy viendo.
“Solo estoy viendo.” means “I’m just looking.” in Mexican Spanish. Use while browsing in a store, when a salesperson offers help.
- Are you alone?¿Estás solo?
“¿Estás solo?” means “Are you alone?” in Mexican Spanish. Check whether someone has company or is by themselves. Female listener: ¿Estás sola?
- One check, please.Una sola cuenta, por favor.
“Una sola cuenta, por favor.” means “One check, please.” in Mexican Spanish.
- 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.
- Do you live alone?¿Vives solo / sola?
“¿Vives solo / sola?” means “Do you live alone?” in Mexican Spanish. This expression belongs to Conversation. Ask a question.
- This is just a test.Solo es una prueba.
“Solo es una prueba.” means “This is just a test.” in Mexican Spanish. Explain an understood action is only a test or demonstration rather than a live result.
- This is just a guess.Es solo una suposición.
“Es solo una suposición.” means “This is just a guess.” in Mexican Spanish. Label an assertion as a guess rather than known fact.
- This is just a game.Solo es un juego.
“Solo es un juego.” means “This is just a game.” in Mexican Spanish. Reassure about an understood game context with It’s just a game.
- This is just a phase.Es solo una etapa.
“Es solo una etapa.” means “This is just a phase.” in Mexican Spanish. Describe an understood situation as temporary, a phase.
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 role5 branches
What the phrase does in a conversation. A phrase can have several standardized roles, such as asking, answering or sharing information.
Situations8 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 to3 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 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 value4 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 dates3 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 methods3 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 factor3 branches
Recorded points for this component of the difficulty score. See each phrase for the assessment note.
Grammar difficulty factor2 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 Families5 branches
Explore the recorded editorial values for this metric. Missing values are explicitly marked.
New Families Vs Baseline6 branches
Explore the recorded editorial values for this metric. Missing values are explicitly marked.
New Vocabulary Vs Baseline3 branches
Explore the recorded editorial values for this metric. Missing values are explicitly marked.
Pronunciation Included2 branches
Explore the recorded editorial values for this metric. Missing values are explicitly marked.