EXPLORE MEXICAN SPANISH

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43unique phrases · 2% 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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43 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. How does it work?¿Cómo funciona?

    “¿Cómo funciona?” means “How does it work?” in Mexican Spanish. Ask how an understood thing/system works.

  3. Are we running late?¿Vamos tarde?

    “¿Vamos tarde?” means “Are we running late?” in Mexican Spanish. Check whether the speaker and companions are currently running late.

  4. Do you remember me?¿Me recuerdas?

    “¿Me recuerdas?” means “Do you remember me?” in Mexican Spanish. Check recognition when meeting someone again.

  5. I’ll help you.Te ayudo.

    “Te ayudo.” means “I’ll help you.” in Mexican Spanish. Offer/commit to helping the listener.

  6. 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.

  7. 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.

  8. Bring it here.Tráelo aquí.

    “Tráelo aquí.” means “Bring it here.” in Mexican Spanish. Ask someone to bring an understood object here toward the speaker.

  9. Have they arrived?¿Ya llegaron?

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

  10. Should I go?¿Debería ir?

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

  11. I did it.Lo hice.

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

  12. Can you try it?¿Puedes intentarlo?

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

  13. 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.

  14. 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.

  15. What do you hear?¿Qué oyes?

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

  16. You can tell me.Puedes decírmelo.

    “Puedes decírmelo.” means “You can tell me.” in Mexican Spanish. Give permission or reassurance to disclose something to the speaker.

  17. 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.

  18. Do you know him?¿Lo conoces?

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

  19. 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.

  20. 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.

  21. 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.

  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.

Situations43 branches

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

Allow an understood person or thing to leave. This selects literal release.1Allow the listener to retain an object as their own.1Ask about someone’s availability during a past period. Female listener: ¿Estabas ocupada?1Ask another person to attempt the understood task.1Ask how an understood thing/system works.1Ask listener to share use or a portion of an understood item.1Ask personal acquaintance with an already identified man.1Ask someone to bring an understood object here toward the speaker.1Ask someone to keep an understood task, explanation or design uncomplicated.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 the date/time of a previously mentioned past event.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 the listener believes the speaker’s factual statement.1Ask which person arrived at an earlier event.1Check recognition when meeting someone again.1Check whether an understood man has replied to a message/question.1Check whether expected people have already arrived.1Check whether the speaker and companions are currently running late.1Clarify that the speaker did not make a call in the understood past period.1Confirm having completed the understood action.1Express that a listener inspires or motivates the speaker, in an appropriate personal appreciation context.1Give permission or reassurance to disclose something to the speaker.1Not recorded1Offer to pay for a companion/group’s purchase or meal.1Offer/commit to helping the listener.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.1Request sending an already understood file/item/message.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.1Tell a familiar listener that they matter to the speaker.1Tell a familiar listener the speaker relies on them to follow through.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 families52 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.

Coverage gap value3 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 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 factor4 branches

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

Grammar difficulty factor8 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 Families28 branches

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

New Families Vs Baseline37 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.