EXPLORE MEXICAN SPANISH

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27unique phrases · 1% of collection

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Difficulty3 branches

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

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27 results
  1. Do I have to go?¿Tengo que ir?

    “¿Tengo que ir?” means “Do I have to go?” in Mexican Spanish. Ask whether going/leaving is necessary, rather than ask advice or permission.

  2. Do I have to wait?¿Tengo que esperar?

    “¿Tengo que esperar?” means “Do I have to wait?” in Mexican Spanish. Ask whether waiting is required, rather than whether waiting would be advisable.

  3. See you there.Nos vemos ahí.

    “Nos vemos ahí.” means “See you there.” in Mexican Spanish. Confirm a shared plan to meet at the already indicated place.

  4. Do I have to do this?¿Tengo que hacer esto?

    “¿Tengo que hacer esto?” means “Do I have to do this?” in Mexican Spanish. Ask whether performing the understood task is required.

  5. Can I have another one?¿Me das otro?

    “¿Me das otro?” means “Can I have another one?” in Mexican Spanish. Ask for another item/serving of the understood kind.

  6. I did it.Lo hice.

    “Lo hice.” means “I did it.” in Mexican Spanish. Confirm having completed the understood action.

  7. 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.

  8. 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.

  9. I am on vacation.Estoy de vacaciones.

    “Estoy de vacaciones.” means “I am on vacation.” in Mexican Spanish. Explain travel or work availability while on vacation.

  10. I mean...Quiero decir...

    “Quiero decir...” means “I mean...” in Mexican Spanish. Conventional self-correction marker followed by the corrected wording.

  11. It’s not a good time.No es un buen momento.

    “No es un buen momento.” means “It’s not a good time.” in Mexican Spanish. Decline the timing of an action/conversation as unsuitable.

  12. It’s not my fault.No es culpa mía.

    “No es culpa mía.” means “It’s not my fault.” in Mexican Spanish. Deny responsibility for an understood problem. Culpa is feminine regardless of the speaker.

  13. Are we leaving now?¿Ya nos vamos?

    “¿Ya nos vamos?” means “Are we leaving now?” in Mexican Spanish. Check whether a group is departing immediately.

  14. What’s the weather like?¿Cómo está el tiempo?

    “¿Cómo está el tiempo?” means “What’s the weather like?” in Mexican Spanish. Ask about current local weather, not long-term climate.

  15. Leave it.Déjalo.

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

  16. It’s over.Se acabó.

    “Se acabó.” means “It’s over.” in Mexican Spanish. Say an event/situation has ended, not merely that a work task is finished.

  17. Why do you disagree?¿Por qué no estás de acuerdo?

    “¿Por qué no estás de acuerdo?” means “Why do you disagree?” in Mexican Spanish. Ask the listener to explain disagreement respectfully.

  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. Whose turn is it?¿A quién le toca?

    “¿A quién le toca?” means “Whose turn is it?” in Mexican Spanish. Ask whose turn it is now in a game or queue.

  20. I’ll stay.Me voy a quedar.

    “Me voy a quedar.” means “I’ll stay.” in Mexican Spanish. Commit to remaining at the understood place or event.

  21. 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.

  22. 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.

  23. 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.

  24. Take my advice.Sigue mi consejo.

    “Sigue mi consejo.” means “Take my advice.” in Mexican Spanish. Ask the listener to follow the speaker’s advice.

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.

Situations27 branches

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

Ask about current local weather, not long-term climate.1Ask for another item/serving of the understood kind.1Ask how a device/container/door is closed.1Ask how a device/container/door is opened.1Ask someone to leave the current physical arrangement unchanged.1Ask the listener to explain disagreement respectfully.1Ask the listener to follow the speaker’s advice.1Ask whether going/leaving is necessary, rather than ask advice or permission.1Ask whether performing the understood task is required.1Ask whether waiting is required, rather than whether waiting would be advisable.1Ask whose turn it is now in a game or queue.1Check whether a group is departing immediately.1Commit to remaining at the understood place or event.1Confirm a shared plan to meet at the already indicated place.1Confirm having completed the understood action.1Confirm whether a meeting will happen.1Conventional self-correction marker followed by the corrected wording.1Decline the timing of an action/conversation as unsuitable.1Deny responsibility for an understood problem. Culpa is feminine regardless of the speaker.1Describe making the bed as a household chore.1Explain travel or work availability while on vacation.1Leave an understood object alone or as it is. For a feminine object, déjala.1Mark a new rule/arrangement applying from this moment onward.1Reassure that some method/solution exists for the understood problem.1Say an event/situation has ended, not merely that a work task is finished.1Tell listener they make speaker feel welcome or at home.1The place is across the street. Keep the street as the reference point.1
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 collections2 branches

The fixed introductory collection and editorial Core or Expansion placements.

Vocabulary families39 branches

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

Vocabulary familiarity2 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 value2 branches

Editorial estimate of how much the phrase adds to the collection’s practical coverage.

Ambiguity risk2 branches

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

Confusion risk2 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 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.

Review dates1 branches

When the recorded editorial review was performed.

Editorial quality1 branches

Recorded review status and quality classification.

Source batches1 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.

Source review decisions1 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 factor7 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 factor9 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 Families1 branches

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

New Families Vs Baseline15 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.