EXPLORE MEXICAN SPANISH
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Explore 10 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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Topics11 branches
Find phrases for everyday situations and conversations. A phrase can belong to several topics.
Difficulty1 branches
Poquito’s learning difficulty bands reflect length, vocabulary, grammar and idiom. These are editorial estimates, not CEFR levels.
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10 results- Let it go.Déjalo ir.
“Déjalo ir.” means “Let it go.” in Mexican Spanish. Allow an understood person or thing to leave. This selects literal release.
- Let me check.Déjame revisar.
“Déjame revisar.” means “Let me check.” in Mexican Spanish. This expression belongs to Everyday Conversation. Respond / explain.
- Let me think.Déjame pensar.
“Déjame pensar.” means “Let me think.” in Mexican Spanish. Ask for time to think before replying.
- Could you cook?¿Podrías cocinar?
“¿Podrías cocinar?” means “Could you cook?” in Mexican Spanish. Request that the listener handle cooking for an understood meal.
- Did you call me?¿Me llamaste?
“¿Me llamaste?” means “Did you call me?” in Mexican Spanish. Can refer to a phone call or someone calling your name. Informal tú form.
- I knew it.Lo sabía.
“Lo sabía.” means “I knew it.” in Mexican Spanish. React when something confirms what you suspected.
- Would you share it?¿Lo compartirías?
“¿Lo compartirías?” means “Would you share it?” in Mexican Spanish. Ask listener to share use or a portion of an understood item.
- Take me with you.Llévame contigo.
“Llévame contigo.” means “Take me with you.” in Mexican Spanish. Ask to accompany someone who is leaving.
- I was working.Estaba trabajando.
“Estaba trabajando.” means “I was working.” in Mexican Spanish. Explain what the speaker was doing during an understood past period.
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 role6 branches
What the phrase does in a conversation. A phrase can have several standardized roles, such as asking, answering or sharing information.
Situations9 branches
The specific setting recorded by the editorial review. Not every phrase has a named situation.
Gender forms1 branches
Explore the grammatical gender forms recorded for each phrase. Grammatical gender is different from the speaker’s identity.
Who or what gender refers to1 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 families16 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 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 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 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.
Introductory speakers1 branches
The speaker roles recorded for the fixed introductory dialogue.
Vocabulary difficulty factor3 branches
Recorded points for this component of the difficulty score. See each phrase for the assessment note.
Idiom 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 Baseline12 branches
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New Vocabulary Vs Baseline2 branches
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Pronunciation Included1 branches
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