EXPLORE MEXICAN SPANISH

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26unique 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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26 results
  1. Do I have to go?¿Tengo que ir?

    “¿Tengo que ir?” means “Do I have to go?” in Mexican Spanish. Ask whether going/leaving is necessary, rather than ask advice or permission.

  2. Do I have to wait?¿Tengo que esperar?

    “¿Tengo que esperar?” means “Do I have to wait?” in Mexican Spanish. Ask whether waiting is required, rather than whether waiting would be advisable.

  3. Will you come back?¿Vas a volver?

    “¿Vas a volver?” means “Will you come back?” in Mexican Spanish. Check whether the listener intends to return.

  4. I can’t breathe.No puedo respirar.

    “No puedo respirar.” means “I can’t breathe.” in Mexican Spanish. Clearly communicate breathing difficulty to someone assisting.

  5. Do I have to do this?¿Tengo que hacer esto?

    “¿Tengo que hacer esto?” means “Do I have to do this?” in Mexican Spanish. Ask whether performing the understood task is required.

  6. I’ll pay in cash.Voy a pagar en efectivo.

    “Voy a pagar en efectivo.” means “I’ll pay in cash.” in Mexican Spanish. Tell a driver or seller that the speaker will pay cash.

  7. Do we have to stop?¿Tenemos que parar?

    “¿Tenemos que parar?” means “Do we have to stop?” in Mexican Spanish. Ask whether the group needs to stop the current action or journey.

  8. I’m almost there.Ya casi llego.

    “Ya casi llego.” means “I’m almost there.” in Mexican Spanish. Used when you are close to arriving. Llego is present tense, used here for imminent arrival.

  9. How long will it take?¿Cuánto va a tardar?

    “¿Cuánto va a tardar?” means “How long will it take?” in Mexican Spanish. Ask about the expected duration of a known task or trip.

  10. Are you going to come?¿Vas a venir?

    “¿Vas a venir?” means “Are you going to come?” in Mexican Spanish. Everyday conversational future using ir a + infinitive. Informal tú form.

  11. I know how to swim.Sé nadar.

    “Sé nadar.” means “I know how to swim.” in Mexican Spanish. For the learned skill: I know how to swim. Puedo nadar instead expresses ability or permission in the current situation.

  12. Is it going to be difficult?¿Va a ser difícil?

    “¿Va a ser difícil?” means “Is it going to be difficult?” in Mexican Spanish. Ask about expected difficulty of a task.

  13. Will you be there?¿Vas a estar ahí?

    “¿Vas a estar ahí?” means “Will you be there?” in Mexican Spanish. Confirm future presence at an understood place/event.

  14. Let’s eat.Vamos a comer.

    “Vamos a comer.” means “Let’s eat.” in Mexican Spanish. This expression belongs to Food and Dining. Respond / explain.

  15. I’m going to rest.Voy a descansar.

    “Voy a descansar.” means “I’m going to rest.” in Mexican Spanish. This expression belongs to Conversation. Share personal information.

  16. When will you call?¿Cuándo vas a llamar?

    “¿Cuándo vas a llamar?” means “When will you call?” in Mexican Spanish. Ask when someone plans to call.

  17. I don’t know how to swim.No sé nadar.

    “No sé nadar.” means “I don’t know how to swim.” in Mexican Spanish. For not knowing how to swim. No puedo nadar means being unable or not allowed to swim in the current situation.

  18. Is it going to rain?¿Va a llover?

    “¿Va a llover?” means “Is it going to rain?” in Mexican Spanish. Discuss the weather forecast.

  19. Is it going to work?¿Va a funcionar?

    “¿Va a funcionar?” means “Is it going to work?” in Mexican Spanish. Ask whether a method, device, or plan will work.

  20. What are you going to do tomorrow?¿Qué vas a hacer mañana?

    “¿Qué vas a hacer mañana?” means “What are you going to do tomorrow?” in Mexican Spanish. This expression belongs to Conversation. Ask a question.

  21. What are you doing this weekend?¿Qué vas a hacer este fin de semana?

    “¿Qué vas a hacer este fin de semana?” means “What are you doing this weekend?” in Mexican Spanish. This expression belongs to Conversation. Ask a question.

  22. I’m studying.Estoy estudiando.

    “Estoy estudiando.” means “I’m studying.” in Mexican Spanish. Explain the activity being done now.

  23. I have to study.Tengo que estudiar.

    “Tengo que estudiar.” means “I have to study.” in Mexican Spanish. Explain an obligation to study.

  24. I have to sleep.Tengo que dormir.

    “Tengo que dormir.” means “I have to sleep.” in Mexican Spanish. Explain a need to sleep and end an activity or conversation.

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 role3 branches

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

Situations18 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 families36 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 count3 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 score3 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 dates5 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 methods4 branches

How the recorded editorial ratings were assigned. These are assessments rather than measured learning outcomes.

Difficulty rubric versions1 branches

The version of the editorial difficulty rubric used for a phrase.

Source review decisions2 branches

The recorded action taken when a phrase was reviewed in a source batch.

Introductory speakers1 branches

The speaker roles recorded for the fixed introductory dialogue.

Idiom difficulty factor2 branches

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

Reuse difficulty factor4 branches

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

Length difficulty factor5 branches

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

Vocabulary difficulty factor4 branches

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

New Families Vs Baseline12 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.

New Vocabulary Vs Baseline3 branches

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

Unique Vocabulary Families12 branches

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