EXPLORE MEXICAN SPANISH

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Explore 11 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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11unique phrases · 1% of collection

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Usefulness

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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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11 results
  1. Can we see the itemization?¿Podemos ver el desglose?

    “¿Podemos ver el desglose?” means “Can we see the itemization?” in Mexican Spanish.

  2. Can you clean the windshield?¿Puede limpiar el parabrisas?

    “¿Puede limpiar el parabrisas?” means “Can you clean the windshield?” in Mexican Spanish.

  3. Can you add chamoy?¿Le puede poner chamoy?

    “¿Le puede poner chamoy?” means “Can you add chamoy?” in Mexican Spanish.

  4. Can you repeat the dose?¿Puede repetir la dosis?

    “¿Puede repetir la dosis?” means “Can you repeat the dose?” in Mexican Spanish. Ask the pharmacist to repeat the dose they just explained.

  5. Can you fill this prescription?¿Me surte esta receta?

    “¿Me surte esta receta?” means “Can you fill this prescription?” in Mexican Spanish. Surtir una receta means to fill a prescription.

  6. 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.

  7. Water the plants.Riega las plantas.

    “Riega las plantas.” means “Water the plants.” in Mexican Spanish. Ask someone to water the plants.

  8. Turn it down.Baja el volumen.

    “Baja el volumen.” means “Turn it down.” in Mexican Spanish. Request a decrease in device or music volume.

  9. Keep your promise.Cumple tu promesa.

    “Cumple tu promesa.” means “Keep your promise.” in Mexican Spanish. Ask the listener to fulfill an already made promise.

  10. Keep it simple.Mantenlo sencillo.

    “Mantenlo sencillo.” means “Keep it simple.” in Mexican Spanish. Ask someone to keep an understood task, explanation or design uncomplicated.

  11. Brush your teeth.Cepíllate los dientes.

    “Cepíllate los dientes.” means “Brush your teeth.” in Mexican Spanish. Ask someone to brush their teeth during a household routine.

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.

Situations10 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 families23 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.

Reusability2 branches

Editorial score for how broadly an expression can be reused; higher scores indicate more reuse.

Ambiguity risk3 branches

Editorial score for how strongly meaning can depend on context; higher values indicate more ambiguity.

Confusion risk2 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 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 contribution1 branches

Recorded number of vocabulary-family contributions; it is not a learner’s vocabulary size.

Review dates2 branches

When the recorded editorial review was performed.

Editorial quality1 branches

Recorded review status and quality classification.

Source batches2 branches

Editorial import batches where source information is recorded.

Review methods2 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.

Length difficulty factor3 branches

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

Grammar difficulty factor4 branches

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

Idiom difficulty factor1 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 Families18 branches

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

New Families Vs Baseline18 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 Included2 branches

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