EXPLORE MEXICAN SPANISH
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Explore 21 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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Topics14 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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21 results- I’m fine, thanks.Estoy bien, gracias.
“Estoy bien, gracias.” means “I’m fine, thanks.” in Mexican Spanish. This expression belongs to Conversation. Share personal information.
- Is everything okay?¿Está todo bien?
“¿Está todo bien?” means “Is everything okay?” in Mexican Spanish. Check that a person or situation is okay.
- Can you do me a favor?¿Me puedes hacer un favor?
“¿Me puedes hacer un favor?” means “Can you do me a favor?” in Mexican Spanish. Natural conversational order.
- It’s too early.Es demasiado temprano.
“Es demasiado temprano.” means “It’s too early.” in Mexican Spanish. Explain timing is earlier than appropriate.
- Is this a good time?¿Es buen momento?
“¿Es buen momento?” means “Is this a good time?” in Mexican Spanish. Check whether it is a convenient moment to speak.
- It’s time.Ya es hora.
“Ya es hora.” means “It’s time.” in Mexican Spanish. Announce the time for a mutually understood action has arrived.
- It’s not time yet.Todavía no es la hora.
“Todavía no es la hora.” means “It’s not time yet.” in Mexican Spanish. Explain the proper time for an expected action has not arrived.
- Can I call you later?¿Puedo llamarte más tarde?
“¿Puedo llamarte más tarde?” means “Can I call you later?” in Mexican Spanish. This expression belongs to Requests. Ask a question.
- Can I leave now?¿Ya me puedo ir?
“¿Ya me puedo ir?” means “Can I leave now?” in Mexican Spanish. Makes departure and permission explicit.
- Is it a good idea?¿Es una buena idea?
“¿Es una buena idea?” means “Is it a good idea?” in Mexican Spanish. Discuss a proposed action.
- It’s a good time.Es un buen momento.
“Es un buen momento.” means “It’s a good time.” in Mexican Spanish. Confirm the present moment suits an action/conversation.
- Is it going to be difficult?¿Va a ser difícil?
“¿Va a ser difícil?” means “Is it going to be difficult?” in Mexican Spanish. Ask about expected difficulty of a task.
- Will you be there?¿Vas a estar ahí?
“¿Vas a estar ahí?” means “Will you be there?” in Mexican Spanish. Confirm future presence at an understood place/event.
- It’s not a good time.No es un buen momento.
“No es un buen momento.” means “It’s not a good time.” in Mexican Spanish. Decline the timing of an action/conversation as unsuitable.
- My door is locked.Mi puerta está cerrada con llave.
“Mi puerta está cerrada con llave.” means “My door is locked.” in Mexican Spanish. Report that a door is locked with a key.
- I have work to do.Tengo trabajo que hacer.
“Tengo trabajo que hacer.” means “I have work to do.” in Mexican Spanish. Explain tasks that still need doing.
- Can she come with us?¿Ella puede venir con nosotros?
“¿Ella puede venir con nosotros?” means “Can she come with us?” in Mexican Spanish. Ask whether she can join the group. Use nosotras when everyone in the group is female.
- What are you doing this weekend?¿Qué vas a hacer este fin de semana?
“¿Qué vas a hacer este fin de semana?” means “What are you doing this weekend?” in Mexican Spanish. This expression belongs to Conversation. Ask a question.
- You make me feel at home.Me haces sentir en casa.
“Me haces sentir en casa.” means “You make me feel at home.” in Mexican Spanish. Tell listener they make speaker feel welcome or at home.
- I do it myself.Lo hago yo mismo.
“Lo hago yo mismo.” means “I do it myself.” in Mexican Spanish. Explain handling a task oneself without another person’s assistance.
- You make me feel better.Me haces sentir mejor.
“Me haces sentir mejor.” means “You make me feel better.” in Mexican Spanish. Tell a listener they help the speaker feel better.
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 role4 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 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 families42 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 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 risk3 branches
Editorial estimate of the chance of confusing the expression with another; higher values indicate more risk.
Spanish word count3 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 dates3 branches
When the recorded editorial review was performed.
Editorial quality1 branches
Recorded review status and quality classification.
Source batches3 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.
Length difficulty factor5 branches
Recorded points for this component of the difficulty score. See each phrase for the assessment note.
Grammar difficulty factor6 branches
Recorded points for this component of the difficulty score. See each phrase for the assessment note.
Vocabulary difficulty factor3 branches
Recorded points for this component of the difficulty score. See each phrase for the assessment note.
New Families Vs Baseline6 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
Explore the recorded editorial values for this metric. Missing values are explicitly marked.
Unique Vocabulary Families5 branches
Explore the recorded editorial values for this metric. Missing values are explicitly marked.