EXPLORE MEXICAN SPANISH
6 · Added · 2 · Easy · Household Chores
Ask someone to help around the house and practice short Mexican Spanish phrases for cleaning, laundry, and daily chores.
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Difficulty
Usefulness
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Topics42 branches
Find phrases for everyday situations and conversations. A phrase can belong to several topics.
Difficulty1 branches
Poquito’s learning difficulty bands reflect length, vocabulary, grammar and idiom. These are editorial estimates, not CEFR levels.
Filters
Memorization uses your latest English-first rating.
Find your phrase
9 results- Do the laundry.Lava la ropa.
“Lava la ropa.” means “Do the laundry.” in Mexican Spanish. Ask someone to do the laundry.
- Fold the clothes.Dobla la ropa.
“Dobla la ropa.” means “Fold the clothes.” in Mexican Spanish. Ask someone to fold clothing as a household task.
- Vacuum the floor.Aspira el piso.
“Aspira el piso.” means “Vacuum the floor.” in Mexican Spanish. Ask someone to vacuum the floor.
- Sweep the floor.Barre el piso.
“Barre el piso.” means “Sweep the floor.” in Mexican Spanish. Ask someone to sweep the floor.
- Mop the floor.Trapea el piso.
“Trapea el piso.” means “Mop the floor.” in Mexican Spanish. Request mopping a floor as a household task.
- Wash the dishes.Lava los platos.
“Lava los platos.” means “Wash the dishes.” in Mexican Spanish. Ask someone to wash dishes after a meal.
- Take out the trash.Saca la basura.
“Saca la basura.” means “Take out the trash.” in Mexican Spanish. Ask someone to take out household trash.
- Water the plants.Riega las plantas.
“Riega las plantas.” means “Water the plants.” in Mexican Spanish. Ask someone to water the plants.
- Make the bed.Haz la cama.
“Haz la cama.” means “Make the bed.” in Mexican Spanish. Ask someone to make the bed as a household task.
Technical Specs
Formality and register1 branches
How a phrase addresses someone: Neutral, Familiar (tú), or Formal (usted). Politeness also depends on wording and context; tú can be polite.
Conversation role2 branches
What the phrase does in a conversation. A phrase can have several standardized roles, such as asking, answering or sharing information.
Situations9 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 collections2 branches
The fixed introductory collection and editorial Core or Expansion placements.
Vocabulary families14 branches
Browse recorded word families shared by phrases. These editorial family labels may not be dictionary headwords.
Vocabulary familiarity2 branches
Everyday, less common and specialized vocabulary, considered separately from grammatical difficulty.
Reusability1 branches
Editorial score for how broadly an expression can be reused; higher scores indicate more reuse.
Coverage gap value1 branches
Editorial estimate of how much the phrase adds to the collection’s practical coverage.
Ambiguity risk2 branches
Editorial score for how strongly meaning can depend on context; higher values indicate more ambiguity.
Confusion risk1 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 dates1 branches
When the recorded editorial review was performed.
Editorial quality1 branches
Recorded review status and quality classification.
Source batches1 branches
Editorial import batches where source information is recorded.
Review methods1 branches
How the recorded editorial ratings were assigned. These are assessments rather than measured learning outcomes.
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 factor1 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 factor2 branches
Recorded points for this component of the difficulty score. See each phrase for the assessment note.
Unique Vocabulary Families10 branches
Explore the recorded editorial values for this metric. Missing values are explicitly marked.
New Families Vs Baseline14 branches
Explore the recorded editorial values for this metric. Missing values are explicitly marked.
New Vocabulary Vs Baseline1 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.