EXPLORE MEXICAN SPANISH

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27unique phrases · 1% 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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27 results
  1. There is time.Hay tiempo.

    “Hay tiempo.” means “There is time.” in Mexican Spanish. This expression belongs to Everyday Conversation. Reassure / encourage.

  2. I know when.Sé cuándo.

    “Sé cuándo.” means “I know when.” in Mexican Spanish. This expression belongs to Conversation. Respond / explain.

  3. Is there time?¿Hay tiempo?

    “¿Hay tiempo?” means “Is there time?” in Mexican Spanish. This expression belongs to Conversation. Ask a question.

  4. I have friends.Tengo amigos.

    “Tengo amigos.” means “I have friends.” in Mexican Spanish. Share social background. Feminine alternative: Tengo amigas.

  5. That’s boring.Es aburrido.

    “Es aburrido.” means “That’s boring.” in Mexican Spanish. Evaluate an activity as boring. Feminine alternative: Es aburrida.

  6. I’m going alone.Voy solo.

    “Voy solo.” means “I’m going alone.” in Mexican Spanish. Explain travelling without companions. Female speaker: Voy sola.

  7. There is hope.Hay esperanza.

    “Hay esperanza.” means “There is hope.” in Mexican Spanish. This expression belongs to Everyday Conversation. Respond / explain.

  8. I have homework.Tengo tarea.

    “Tengo tarea.” means “I have homework.” in Mexican Spanish. Schoolwork or a conversation with family about homework.

  9. It’s Monday.Es lunes.

    “Es lunes.” means “It’s Monday.” in Mexican Spanish. Answer a day-of-week question.

  10. I’m a teacher.Soy profesor.

    “Soy profesor.” means “I’m a teacher.” in Mexican Spanish. State an example occupation in response to What do you do. Female speaker: Soy profesora.

  11. Many times.Muchas veces.

    “Muchas veces.” means “Many times.” in Mexican Spanish. Answer how often/how many occasions with many times.

  12. We are together.Estamos juntos.

    “Estamos juntos.” means “We are together.” in Mexican Spanish. Say speaker and companions are together in the same group/place.

  13. It’s spring.Es primavera.

    “Es primavera.” means “It’s spring.” in Mexican Spanish. Identify the current season as spring in a geographic/calendar conversation.

  14. I feel jealous.Siento celos.

    “Siento celos.” means “I feel jealous.” in Mexican Spanish. Celos means interpersonal jealousy; envidia means envy.

  15. Who are you?¿Quién eres?

    “¿Quién eres?” means “Who are you?” in Mexican Spanish. Can sound direct or suspicious; for a friendly introduction use ¿Cómo te llamas?

  16. Do you know how to swim?¿Sabes nadar?

    “¿Sabes nadar?” means “Do you know how to swim?” in Mexican Spanish. Explicit skill.

  17. I need to call you.Necesito llamarte.

    “Necesito llamarte.” means “I need to call you.” in Mexican Spanish. Explain needing to call the listener about an understood matter.

  18. I admire you.Te admiro.

    “Te admiro.” means “I admire you.” in Mexican Spanish. Express personal admiration or respect in an appropriate context.

  19. I’m in love.Estoy enamorado.

    Estoy enamorado describes being in love. A female speaker generally says estoy enamorada. The ending describes the speaker, not the person they love. To name that person, use enamorado de or enamorada de.

  20. All of a sudden.De repente.

    “De repente.” means “All of a sudden.” in Mexican Spanish. Describe an unexpected sudden event.

  21. Is it windy?¿Hace viento?

    “¿Hace viento?” means “Is it windy?” in Mexican Spanish. Ask whether weather is windy before an outing.

  22. Is it correct?¿Es correcto?

    “¿Es correcto?” means “Is it correct?” in Mexican Spanish. A general check that something is correct. Use correcta when explicitly referring to a feminine noun, such as la respuesta.

  23. You’re early.Llegaste temprano.

    “Llegaste temprano.” means “You’re early.” in Mexican Spanish. Greet someone arriving early.

  24. I do exercise.Hago ejercicio.

    “Hago ejercicio.” means “I do exercise.” in Mexican Spanish. Describe exercising as a habitual activity.

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 role7 branches

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

Situations21 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 to3 branches

Find whether gender wording relates to the speaker, listener, noun or object.

Learning collections2 branches

The fixed introductory collection and editorial Core or Expansion placements.

Vocabulary families40 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 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 risk4 branches

Editorial estimate of the chance of confusing the expression with another; higher values indicate more risk.

Spanish word count1 branches

Explore shorter and longer expressions using the recorded Spanish word count.

Usefulness score1 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 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 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.

Introductory speakers1 branches

The speaker roles recorded for the fixed introductory dialogue.

Vocabulary difficulty factor5 branches

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

Grammar difficulty factor5 branches

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

Idiom difficulty factor2 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.

Unique Vocabulary Families15 branches

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

New Families Vs Baseline22 branches

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New Vocabulary Vs Baseline2 branches

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Pronunciation Included1 branches

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