EXPLORE MEXICAN SPANISH

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44unique phrases · 2% 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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44 results
  1. Wait here.Espera aquí.

    “Espera aquí.” means “Wait here.” in Mexican Spanish. Ask someone to remain in the indicated location.

  2. Have they arrived?¿Ya llegaron?

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

  3. Get out quickly.Sal rápido.

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

  4. You can call me.Puedes llamarme.

    “Puedes llamarme.” means “You can call me.” in Mexican Spanish. Offer availability for a phone call rather than instruct someone to call.

  5. Give me that.Dame eso.

    “Dame eso.” means “Give me that.” in Mexican Spanish. A direct informal request; add por favor to soften it. Eso does not change with gender here.

  6. Come here.Ven aquí.

    “Ven aquí.” means “Come here.” in Mexican Spanish. An informal command to one person; add por favor to soften it.

  7. Look here.Mira aquí.

    “Mira aquí.” means “Look here.” in Mexican Spanish. Direct attention to an indicated place or item.

  8. Have something to drink.Toma algo.

    “Toma algo.” means “Have something to drink.” in Mexican Spanish. Offer an opportunity to have a beverage.

  9. You can use it.Puedes usarlo.

    “Puedes usarlo.” means “You can use it.” in Mexican Spanish. Grant permission to use an understood item.

  10. Bring me water.Tráeme agua.

    “Tráeme agua.” means “Bring me water.” in Mexican Spanish. This expression belongs to Everyday Actions. Request / express a need.

  11. Eat something.Come algo.

    “Come algo.” means “Eat something.” in Mexican Spanish. Encourage someone to eat something.

  12. You can ask me.Puedes preguntarme.

    “Puedes preguntarme.” means “You can ask me.” in Mexican Spanish. Invite questions and offer oneself as a source of an answer.

  13. I didn’t eat.No comí.

    “No comí.” means “I didn’t eat.” in Mexican Spanish. Report not having eaten during an understood past period.

  14. I didn’t call.No llamé.

    “No llamé.” means “I didn’t call.” in Mexican Spanish. Clarify that the speaker did not make a call in the understood past period.

  15. Show me how.Muéstrame cómo.

    “Muéstrame cómo.” means “Show me how.” in Mexican Spanish. This expression belongs to Everyday Actions. Request / express a need.

  16. Do you remember?¿Te acuerdas?

    “¿Te acuerdas?” means “Do you remember?” in Mexican Spanish. Natural conversational wording in Mexico. To name what you remember, use acordarse de: ¿Te acuerdas de eso?

  17. Did you miss me?¿Me extrañaste?

    “¿Me extrañaste?” means “Did you miss me?” in Mexican Spanish. Affectionate question about missing the speaker.

  18. Did you enjoy it?¿Lo disfrutaste?

    “¿Lo disfrutaste?” means “Did you enjoy it?” in Mexican Spanish. Ask about enjoyment of a completed activity, not general preference.

  19. I didn’t sleep.No dormí.

    “No dormí.” means “I didn’t sleep.” in Mexican Spanish. Report not sleeping during an understood night or period.

  20. I didn’t ask.No pregunté.

    “No pregunté.” means “I didn’t ask.” in Mexican Spanish. Report not asking an understood person or question.

  21. You lied to me.Me mentiste.

    “Me mentiste.” means “You lied to me.” in Mexican Spanish. State that listener lied to the speaker in a serious conversation.

  22. Be patient.Ten paciencia.

    “Ten paciencia.” means “Be patient.” in Mexican Spanish. Ask someone to allow more time.

  23. You can join us.Puedes acompañarnos.

    “Puedes acompañarnos.” means “You can join us.” in Mexican Spanish. Invite the listener to join the speaker’s group.

  24. 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.

Technical Specs
Formality and register3 branches

How a phrase addresses someone: Neutral, Familiar (tú), or Formal (usted). Politeness also depends on wording and context; tú can be polite.

Conversation role9 branches

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

Situations39 branches

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

Not recorded6Affectionate question about missing the speaker.1Alert someone that an incident/event occurred, followed by details when asked.1Ask about enjoyment of a completed activity, not general preference.1Ask about someone’s availability during a past period. Female listener: ¿Estabas ocupada?1Ask someone to allow more time.1Ask someone to leave the current physical arrangement unchanged.1Ask someone to remain in the indicated location.1Ask the date/time of a previously mentioned past event.1Ask when an understood activity or job started in the past.1Ask when an understood task finished in the past.1Ask where someone studied in an ordinary personal-history conversation.1Ask which person arrived at an earlier event.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.1Direct attention to an indicated place or item.1Encourage someone to eat something.1Explain a past illness/absence. Female speaker: Estaba enferma.1Explain arriving late in an understood past situation.1Explain past unavailability due to being busy. Female speaker: Estaba ocupada.1Express liking/attraction toward the listener with appropriate familiarity.1Friendly instruction to remain warmly dressed.1Give an urgent instruction to leave a place quickly.1Grant permission to use an understood item.1Invite questions and offer oneself as a source of an answer.1Invite shared prayer when appropriate in the relationship/cultural setting.1Invite someone to hear a piece of news or a surprise.1Invite the listener to join the speaker’s group.1Offer an opportunity to have a beverage.1Offer availability for a phone call rather than instruct someone to call.1Offer ongoing personal support, e.g.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.1Say an event/situation has ended, not merely that a work task is finished.1State that listener lied to the speaker in a serious conversation.1Understand a clinician’s formal request to breathe deeply.1
Gender forms3 branches

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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 families55 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 value3 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 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 dates4 branches

When the recorded editorial review was performed.

Editorial quality1 branches

Recorded review status and quality classification.

Source batches5 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.

Idiom difficulty factor3 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 Families29 branches

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

New Families Vs Baseline39 branches

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New Vocabulary Vs Baseline2 branches

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Pronunciation Included1 branches

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