EXPLORE MEXICAN SPANISH
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Explore 57 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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Topics23 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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57 results- Can I take a break?¿Puedo tomar un descanso?
“¿Puedo tomar un descanso?” means “Can I take a break?” in Mexican Spanish. Ask permission to take a rest break in an understood work/activity context.
- Help me sit down.Ayúdame a sentarme.
“Ayúdame a sentarme.” means “Help me sit down.” in Mexican Spanish. Request physical help to sit, not tell someone to sit independently.
- Help me get up.Ayúdame a levantarme.
“Ayúdame a levantarme.” means “Help me get up.” in Mexican Spanish. Request physical help to rise, not tell someone to stand independently.
- Help me carry this.Ayúdame a llevar esto.
“Ayúdame a llevar esto.” means “Help me carry this.” in Mexican Spanish. Ask for physical cooperation carrying the indicated item.
- How do you close it?¿Cómo se cierra?
“¿Cómo se cierra?” means “How do you close it?” in Mexican Spanish. Ask how a device/container/door is closed.
- How do you open it?¿Cómo se abre?
“¿Cómo se abre?” means “How do you open it?” in Mexican Spanish. Ask how a device/container/door is opened.
- How do you use it?¿Cómo se usa?
“¿Cómo se usa?” means “How do you use it?” in Mexican Spanish. Ask for operating or usage instructions for an understood item.
- How do you pronounce it?¿Cómo se pronuncia?
“¿Cómo se pronuncia?” means “How do you pronounce it?” in Mexican Spanish. Ask for pronunciation of an understood word/name.
- How do you spell it?¿Cómo se deletrea?
“¿Cómo se deletrea?” means “How do you spell it?” in Mexican Spanish. Ask someone to spell a word or name.
- Did you lock the door?¿Cerraste la puerta con llave?
“¿Cerraste la puerta con llave?” means “Did you lock the door?” in Mexican Spanish. Check whether a door was locked, not simply closed.
- 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.
- What should I say?¿Qué debería decir?
“¿Qué debería decir?” means “What should I say?” in Mexican Spanish. Seek advice on what words to say in an understood interaction.
- Never mind.Olvídalo.
“Olvídalo.” means “Never mind.” in Mexican Spanish. This expression belongs to Conversation. Respond / explain.
- 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.
- Please come with me.Ven conmigo, por favor.
“Ven conmigo, por favor.” means “Please come with me.” in Mexican Spanish. This expression belongs to Conversation. Invite.
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.
Situations53 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 families87 branches
Browse recorded word families shared by phrases. These editorial family labels may not be dictionary headwords.
Vocabulary familiarity4 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 risk4 branches
Editorial estimate of the chance of confusing the expression with another; higher values indicate more risk.
Spanish word count2 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 factor3 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 factor6 branches
Recorded points for this component of the difficulty score. See each phrase for the assessment note.
Vocabulary difficulty factor5 branches
Recorded points for this component of the difficulty score. See each phrase for the assessment note.
New Families Vs Baseline54 branches
Explore the recorded editorial values for this metric. Missing values are explicitly marked.
Pronunciation Included1 branches
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New Vocabulary Vs Baseline2 branches
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Unique Vocabulary Families40 branches
Explore the recorded editorial values for this metric. Missing values are explicitly marked.