EXPLORE MEXICAN SPANISH

2 · Neutral · Beginner · querer

Explore 12 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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12unique phrases · 1% of collection

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Difficulty2 branches

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

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12 results
  1. I want more.Quiero más.

    “Quiero más.” means “I want more.” in Mexican Spanish. Request/desire more of an understood item/serving.

  2. What do you mean?¿Qué quieres decir?

    “¿Qué quieres decir?” means “What do you mean?” in Mexican Spanish. Asks someone to clarify their meaning; informal, addressing one person.

  3. I want coffee.Quiero café.

    “Quiero café.” means “I want coffee.” in Mexican Spanish. This expression belongs to Wants and Needs. Request / express a need.

  4. I want to eat.Quiero comer.

    “Quiero comer.” means “I want to eat.” in Mexican Spanish. This expression belongs to Wants and Needs. Request / express a need.

  5. 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.

  6. What do you want?¿Qué quieres?

    “¿Qué quieres?” means “What do you want?” in Mexican Spanish. Informal, addressing one person. Can sound blunt; use a friendly tone. ¿Qué te gustaría? is a softer alternative.

  7. I want that.Quiero eso.

    “Quiero eso.” means “I want that.” in Mexican Spanish. Eso refers to an unidentified thing or situation.

  8. I want to learn.Quiero aprender.

    “Quiero aprender.” means “I want to learn.” in Mexican Spanish. Express desire to learn the understood subject/language.

  9. Do you want it?¿Lo quieres?

    “¿Lo quieres?” means “Do you want it?” in Mexican Spanish. Offer the already-mentioned object or item.

  10. I want to go home.Quiero ir a casa.

    “Quiero ir a casa.” means “I want to go home.” in Mexican Spanish. This expression belongs to Wants and Needs. Request / express a need.

  11. Do you want to come with me?¿Quieres venir conmigo?

    “¿Quieres venir conmigo?” means “Do you want to come with me?” in Mexican Spanish. This expression belongs to Conversation. Ask a question.

  12. Do you want to dance?¿Quieres bailar?

    “¿Quieres bailar?” means “Do you want to dance?” in Mexican Spanish. This expression belongs to Conversation. Ask a question.

Technical Specs
Conversation role5 branches

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

Situations4 branches

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

Gender forms1 branches

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Who or what gender refers to1 branches

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Learning collections2 branches

The fixed introductory collection and editorial Core or Expansion placements.

Vocabulary familiarity2 branches

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

Reusability2 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 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 dates3 branches

When the recorded editorial review was performed.

Editorial quality1 branches

Recorded review status and quality classification.

Source batches3 branches

Editorial import batches where source information is recorded.

Review methods2 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 factor3 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 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 Baseline3 branches

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New Vocabulary Vs Baseline3 branches

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

Pronunciation Included1 branches

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