EXPLORE MEXICAN SPANISH
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Explore 13 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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Topics15 branches
Find phrases for everyday situations and conversations. A phrase can belong to several topics.
Difficulty2 branches
Poquito’s learning difficulty bands reflect length, vocabulary, grammar and idiom. These are editorial estimates, not CEFR levels.
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13 results- 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.
- I knew it.Lo sabía.
“Lo sabía.” means “I knew it.” in Mexican Spanish. React when something confirms what you suspected.
- You make me feel at home.Me haces sentir en casa.
“Me haces sentir en casa.” means “You make me feel at home.” in Mexican Spanish. Tell listener they make speaker feel welcome or at home.
- 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.
- You make me feel better.Me haces sentir mejor.
“Me haces sentir mejor.” means “You make me feel better.” in Mexican Spanish. Tell a listener they help the speaker feel better.
- Someone called me.Alguien me llamó.
“Alguien me llamó.” means “Someone called me.” in Mexican Spanish. Report receiving a call from an unidentified person, e.g.
- You make me blush.Me haces sonrojar.
“Me haces sonrojar.” means “You make me blush.” in Mexican Spanish. Tell a familiar romantic listener they make the speaker blush.
- I don’t want to lose you.No quiero perderte.
“No quiero perderte.” means “I don’t want to lose you.” in Mexican Spanish. Express concern about losing a valued relationship.
- I didn’t see you.No te vi.
“No te vi.” means “I didn’t see you.” in Mexican Spanish. Explain not having seen/noticed the listener in a past situation.
- I saved this for you.Guardé esto para ti.
“Guardé esto para ti.” means “I saved this for you.” in Mexican Spanish. Explain holding an item aside for the listener’s use, e.g.
- The rain stopped.Dejó de llover.
“Dejó de llover.” means “The rain stopped.” in Mexican Spanish. Report rain ending, distinct from current rainfall.
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.
Situations13 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 collections3 branches
The fixed introductory collection and editorial Core or Expansion placements.
Vocabulary families22 branches
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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 risk2 branches
Editorial estimate of the chance of confusing the expression with another; higher values indicate more risk.
Spanish word count2 branches
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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
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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.
Length difficulty factor4 branches
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Vocabulary difficulty factor4 branches
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Idiom difficulty factor2 branches
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Reuse difficulty factor3 branches
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Unique Vocabulary Families8 branches
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New Families Vs Baseline15 branches
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New Vocabulary Vs Baseline2 branches
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Pronunciation Included1 branches
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