EXPLORE MEXICAN SPANISH

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57unique phrases · 4% 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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57 results
  1. 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.

  2. 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.

  3. 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.

  4. 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.

  5. I did it.Lo hice.

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

  6. 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.

  7. 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.

  8. 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.

  9. 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.

  10. 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.

  11. 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.

  12. 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.

  13. Leave it.Déjalo.

    “Déjalo.” means “Leave it.” in Mexican Spanish. Leave an understood object alone or as it is. For a feminine object, déjala.

  14. 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.

  15. Never mind.Olvídalo.

    “Olvídalo.” means “Never mind.” in Mexican Spanish. This expression belongs to Conversation. Respond / explain.

  16. Come back.Vuelve.

    “Vuelve.” means “Come back.” in Mexican Spanish. Ask someone to return.

  17. Do it.Hazlo.

    “Hazlo.” means “Do it.” in Mexican Spanish. Ask someone to perform the understood action.

  18. Let me check.Déjame revisar.

    “Déjame revisar.” means “Let me check.” in Mexican Spanish. This expression belongs to Everyday Conversation. Respond / explain.

  19. Let me think.Déjame pensar.

    “Déjame pensar.” means “Let me think.” in Mexican Spanish. Ask for time to think before replying.

  20. Could you cook?¿Podrías cocinar?

    “¿Podrías cocinar?” means “Could you cook?” in Mexican Spanish. Request that the listener handle cooking for an understood meal.

  21. 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.

  22. I knew it.Lo sabía.

    “Lo sabía.” means “I knew it.” in Mexican Spanish. React when something confirms what you suspected.

  23. 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.

  24. 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.

Not recorded5Allow an understood person or thing to leave. This selects literal release.1Ask a close person for a hug.1Ask for affection in an appropriate established relationship.1Ask for hand-holding, for affection or walking together.1Ask for help locking an understood item.1Ask for help searching for an understood missing item.1Ask for justification for doing an understood action.1Ask for operating or usage instructions for an understood item.1Ask for physical cooperation carrying the indicated item.1Ask for pronunciation of an understood word/name.1Ask for time to think before replying.1Ask how a device/container/door is closed.1Ask how a device/container/door is opened.1Ask listener to share use or a portion of an understood item.1Ask permission to take a rest break in an understood work/activity context.1Ask someone to feed the pets.1Ask someone to perform the understood action.1Ask someone to return.1Ask someone to spell a word or name.1Ask to accompany someone who is leaving.1Ask to wrap an understood item, e.g.1Ask what an understood object is called.1Ask what material an understood object is made from.1Ask when you can check in at a hotel.1Ask willingness to repeat a completed experience.1Check whether a door was locked, not simply closed.1Compare reality with expectations.1Confirm having completed the understood action.1Confirm that an item matches what someone wanted.1Delegate responsibility for an understood task to the listener.1Explain holding an item aside for the listener’s use, e.g.1Explain not having seen/noticed the listener in a past situation.1Explain what the speaker was doing during an understood past period.1Express concern about losing a valued relationship.1Leave an understood object alone or as it is. For a feminine object, déjala.1Make a marriage proposal to an established partner.1Offer to buy an understood item for the listener.1Offer to reserve an understood place or item for the listener.1Promise to bring an understood item to the listener.1React when something confirms what you suspected.1Report rain ending, distinct from current rainfall.1Report receiving a call from an unidentified person, e.g.1Request physical help to rise, not tell someone to stand independently.1Request physical help to sit, not tell someone to sit independently.1Request that the listener handle cooking for an understood meal.1Respectfully report that a previously identified person died.1Seek advice on what words to say in an understood interaction.1Share that a vacation is approaching, without supplying a real destination/date.1Tell a familiar romantic listener they make the speaker blush.1Tell a listener they help the speaker feel better.1Tell listener they make speaker feel welcome or at home.1Understand a clinician/dentist’s formal instruction to open the mouth.1
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

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.

Unique Vocabulary Families40 branches

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