EXPLORE MEXICAN SPANISH

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55unique phrases · 3% of collection

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

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55 results
  1. Can you fix it?¿Puedes arreglarlo?

    “¿Puedes arreglarlo?” means “Can you fix it?” in Mexican Spanish. Ask someone to repair a contextually understood item/problem.

  2. It’s on me.Yo invito.

    “Yo invito.” means “It’s on me.” in Mexican Spanish. Offer to pay for a companion/group’s purchase or meal.

  3. I’ll let you know.Te aviso.

    “Te aviso.” means “I’ll let you know.” in Mexican Spanish. Promise to notify the listener about a result/update.

  4. Have they arrived?¿Ya llegaron?

    “¿Ya llegaron?” means “Have they arrived?” in Mexican Spanish. Check whether expected people have already arrived.

  5. Get out quickly.Sal rápido.

    “Sal rápido.” means “Get out quickly.” in Mexican Spanish. Give an urgent instruction to leave a place quickly.

  6. Should I go?¿Debería ir?

    “¿Debería ir?” means “Should I go?” in Mexican Spanish. Seek advice about whether to go or leave.

  7. I did it.Lo hice.

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

  8. Can you try it?¿Puedes intentarlo?

    “¿Puedes intentarlo?” means “Can you try it?” in Mexican Spanish. Ask another person to attempt the understood task.

  9. I mean...Quiero decir...

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

  10. How do I start?¿Cómo empiezo?

    “¿Cómo empiezo?” means “How do I start?” in Mexican Spanish. Ask what initial step to take in an understood process.

  11. What do you see?¿Qué ves?

    “¿Qué ves?” means “What do you see?” in Mexican Spanish. Ask what the listener can see from their viewpoint.

  12. What do you hear?¿Qué oyes?

    “¿Qué oyes?” means “What do you hear?” in Mexican Spanish. Ask what sound or speech the listener hears.

  13. I plan to drive.Planeo manejar.

    “Planeo manejar.” means “I plan to drive.” in Mexican Spanish. State an intention to drive in a travel plan.

  14. Are you in love?¿Estás enamorado?

    ¿Estás enamorado? asks whether the listener is in love. Use enamorada when referring to a female listener. This is a personal question, so the relationship and context matter.

  15. You can keep it.Puedes quedártelo.

    “Puedes quedártelo.” means “You can keep it.” in Mexican Spanish. Allow the listener to retain an object as their own.

  16. Do you know him?¿Lo conoces?

    “¿Lo conoces?” means “Do you know him?” in Mexican Spanish. Ask personal acquaintance with an already identified man.

  17. I’m counting on you.Cuento contigo.

    “Cuento contigo.” means “I’m counting on you.” in Mexican Spanish. Tell a familiar listener the speaker relies on them to follow through.

  18. Do you love me?¿Me amas?

    “¿Me amas?” means “Do you love me?” in Mexican Spanish. Ask a romantic partner whether they love the speaker.

  19. Does it matter to you?¿Te importa?

    “¿Te importa?” means “Does it matter to you?” in Mexican Spanish. Ask whether an understood issue matters to the listener; this is about importance.

  20. Do you mind?¿Te molesta?

    “¿Te molesta?” means “Do you mind?” in Mexican Spanish. Ask whether a proposed action bothers the listener. Reply explicitly: No, no me molesta.

  21. Do you eat meat?¿Comes carne?

    “¿Comes carne?” means “Do you eat meat?” in Mexican Spanish. Ask whether listener eats meat before planning or serving a meal.

  22. Do you believe me?¿Me crees?

    “¿Me crees?” means “Do you believe me?” in Mexican Spanish. Ask whether the listener believes the speaker’s factual statement.

  23. Take it there.Llévalo allí.

    “Llévalo allí.” means “Take it there.” in Mexican Spanish. Ask someone to take an understood object to another indicated place away from the speaker.

  24. I care about you.Me importas.

    “Me importas.” means “I care about you.” in Mexican Spanish. Tell a familiar listener that they matter to the speaker.

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 role8 branches

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

Situations55 branches

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

Alert someone that an incident/event occurred, followed by details when asked.1Allow an understood person or thing to leave. This selects literal release.1Allow the listener to retain an object as their own.1Ask a familiar person whether they are in love, in an appropriate personal conversation. Female listener: ¿Estás enamorada?1Ask a romantic partner whether they love the speaker.1Ask a trusted person or partner to remain with the speaker.1Ask about someone’s availability during a past period. Female listener: ¿Estabas ocupada?1Ask another person to attempt the understood task.1Ask listener to share use or a portion of an understood item.1Ask personal acquaintance with an already identified man.1Ask someone to grip securely for their own stability, e.g.1Ask someone to keep an understood task, explanation or design uncomplicated.1Ask someone to leave the current physical arrangement unchanged.1Ask someone to repair a contextually understood item/problem.1Ask someone to take an understood object to another indicated place away from the speaker.1Ask what initial step to take in an understood process.1Ask what sound or speech the listener hears.1Ask what the listener can see from their viewpoint.1Ask when an understood activity or job started in the past.1Ask when an understood task finished in the past.1Ask whether a proposed action bothers the listener. Reply explicitly: No, no me molesta.1Ask whether an understood issue matters to the listener; this is about importance.1Ask whether contacting an understood male person by phone is advisable.1Ask whether listener eats meat before planning or serving a meal.1Ask whether the listener believes the speaker’s factual statement.1Check whether an understood man has replied to a message/question.1Check whether expected people have already arrived.1Clarify that the speaker did not make a call in the understood past period.1Confirm having completed the understood action.1Conocerte means meeting or getting to know someone for the first time.1Conventional self-correction marker followed by the corrected wording.1Direct attention to an indicated place or item.1Express liking/attraction toward the listener with appropriate familiarity.1Express that a listener inspires or motivates the speaker, in an appropriate personal appreciation context.1Give an urgent instruction to leave a place quickly.1Not recorded1Offer an opportunity to have a beverage.1Offer to pay for a companion/group’s purchase or meal.1Promise to notify the listener about a result/update.1Report not asking an understood person or question.1Report not having eaten during an understood past period.1Report not sleeping during an understood night or period.1Report that the speaker has already had the midday meal, for example when offered lunch.1Request sending an already understood file/item/message.1Request that the listener handle cooking for an understood meal.1Say an event/situation has ended, not merely that a work task is finished.1Seek a shared decision about whether to wait.1Seek advice about whether to go or leave.1Set a boundary that the speaker will not wait.1State an intention to drive in a travel plan.1State an intention to travel when discussing future plans.1State that listener lied to the speaker in a serious conversation.1Tell a familiar listener that they matter to the speaker.1Tell a familiar listener the speaker relies on them to follow through.1Tell a familiar listener they help the speaker feel calm.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 collections3 branches

The fixed introductory collection and editorial Core or Expansion placements.

Vocabulary families71 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.

Reusability4 branches

Editorial score for how broadly an expression can be reused; higher scores indicate more reuse.

Coverage gap value3 branches

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

Confusion risk3 branches

Editorial estimate of the chance of confusing the expression with another; higher values indicate more risk.

Spanish word count1 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 dates2 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 methods2 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.

Vocabulary difficulty factor5 branches

Recorded points for this component of the difficulty score. See each phrase for the assessment note.

Grammar difficulty factor10 branches

Recorded points for this component of the difficulty score. See each phrase for the assessment note.

Idiom difficulty factor4 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 Families32 branches

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

New Families Vs Baseline45 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.