EXPLORE MEXICAN SPANISH
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Explore 23 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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23 results- Don’t cry.No llores.
“No llores.” means “Don’t cry.” in Mexican Spanish. Comfort someone who is crying.
- Don’t worry.No te preocupes.
“No te preocupes.” means “Don’t worry.” in Mexican Spanish. Reassurance to one person you address informally.
- Would you like coffee?¿Te gustaría café?
“¿Te gustaría café?” means “Would you like coffee?” in Mexican Spanish. Offer coffee as a host.
- Let me explain it.Déjame explicarlo.
“Déjame explicarlo.” means “Let me explain it.” in Mexican Spanish. This expression belongs to Conversation. Clarify.
- Let’s have coffee.Tomemos café.
“Tomemos café.” means “Let’s have coffee.” in Mexican Spanish. Invite someone to have coffee together.
- Don’t be afraid.No tengas miedo.
“No tengas miedo.” means “Don’t be afraid.” in Mexican Spanish. Reassure a familiar listener not to be afraid in an understood situation.
- Let’s talk about it.Hablemos de eso.
“Hablemos de eso.” means “Let’s talk about it.” in Mexican Spanish. This expression belongs to Conversation. Open a discussion.
- Don’t rush me.No me apresures.
“No me apresures.” means “Don’t rush me.” in Mexican Spanish. Ask a familiar listener not to pressure the speaker to hurry.
- Don't do that again.No repitas eso.
“No repitas eso.” means “Don't do that again.” in Mexican Spanish. Set a clear boundary against repetition of an understood action.
- Don't interrupt me.No me interrumpas.
“No me interrumpas.” means “Don't interrupt me.” in Mexican Spanish. Ask listener not to interrupt the speaker in conversation.
- I really appreciate it.Te lo agradezco mucho.
“Te lo agradezco mucho.” means “I really appreciate it.” in Mexican Spanish. This expression belongs to Conversation. Appreciation.
- Don’t be shy.No seas tímido / tímida.
“No seas tímido / tímida.” means “Don’t be shy.” in Mexican Spanish. This expression belongs to Everyday Conversation. Respond / explain.
- Don’t worry about it.No te preocupes por eso.
“No te preocupes por eso.” means “Don’t worry about it.” in Mexican Spanish. This expression belongs to Conversation. Reassure.
- Don’t waste time.No pierdas el tiempo.
“No pierdas el tiempo.” means “Don’t waste time.” in Mexican Spanish. Ask listener not to waste time on an understood task.
- Don’t push yourself.No te exijas demasiado.
“No te exijas demasiado.” means “Don’t push yourself.” in Mexican Spanish. Encourage someone not to put excessive pressure on themselves.
- I don’t have any ideas.No se me ocurre nada.
“No se me ocurre nada.” means “I don’t have any ideas.” in Mexican Spanish. Say no suggestion comes to mind when asked for an idea.
- Should I call him?¿Debería llamarlo?
“¿Debería llamarlo?” means “Should I call him?” in Mexican Spanish. Ask whether contacting an understood male person by phone is advisable.
- Don’t give up.No te rindas.
“No te rindas.” means “Don’t give up.” in Mexican Spanish. This expression belongs to Actions and Encouragement. Reassure / encourage.
- Why did you leave?¿Por qué te fuiste?
“¿Por qué te fuiste?” means “Why did you leave?” in Mexican Spanish. This expression belongs to Conversation. Ask a question.
- God bless us.Que Dios nos bendiga.
“Que Dios nos bendiga.” means “God bless us.” in Mexican Spanish. Express an optional shared blessing/wish.
- Rest in peace.Descanse en paz.
“Descanse en paz.” means “Rest in peace.” in Mexican Spanish. Express a wish of peace for someone deceased.
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 role9 branches
What the phrase does in a conversation. A phrase can have several standardized roles, such as asking, answering or sharing information.
Situations16 branches
The specific setting recorded by the editorial review. Not every phrase has a named situation.
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 families33 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.
Reusability4 branches
Editorial score for how broadly an expression can be reused; higher scores indicate more reuse.
Coverage gap value5 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 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 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 dates4 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 methods3 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 factor3 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 factor5 branches
Recorded points for this component of the difficulty score. See each phrase for the assessment note.
New Families Vs Baseline22 branches
Explore the recorded editorial values for this metric. Missing values are explicitly marked.
Pronunciation Included1 branches
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New Vocabulary Vs Baseline3 branches
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Unique Vocabulary Families19 branches
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