EXPLORE MEXICAN SPANISH

4 · Added · 2 · Beginner · Time and Frequency

Explore 10 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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INSIDE THIS COLLECTION

10unique phrases · 1% of collection

Difficulty

Beginner

Usefulness

2 7 1

Essential
High
Normal

Coverage gap value: 4 × Source review decisions: Added × Difficulty rubric versions: 2 × Difficulty: Beginner × Topics: Time and Frequency ×

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Topics36 branches

Find phrases for everyday situations and conversations. A phrase can belong to several topics.

Difficulty3 branches

Poquito’s learning difficulty bands reflect length, vocabulary, grammar and idiom. These are editorial estimates, not CEFR levels.

Beginner10 Easy6 Moderate1

Filters

Memorization uses your latest English-first rating.

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10 results

At what time?¿A qué hora?
“¿A qué hora?” means “At what time?” in Mexican Spanish. Ask for the scheduled clock time of an already understood event, rather than current clock time.
BeginnerEssentialEnglish first →Spanish first →
Do I have time?¿Tengo tiempo?
“¿Tengo tiempo?” means “Do I have time?” in Mexican Spanish. Check whether the speaker has enough time for an understood action.
BeginnerEssentialEnglish first →Spanish first →
It’s too early.Es demasiado temprano.
“Es demasiado temprano.” means “It’s too early.” in Mexican Spanish. Explain timing is earlier than appropriate.
BeginnerHighEnglish first →Spanish first →
Last night.Anoche.
“Anoche.” means “Last night.” in Mexican Spanish. Answer when something happened with last night.
BeginnerHighEnglish first →Spanish first →
Next time.La próxima vez.
“La próxima vez.” means “Next time.” in Mexican Spanish. Defer an action to the next opportunity.
BeginnerHighEnglish first →Spanish first →
Rarely.Casi nunca.
“Casi nunca.” means “Rarely.” in Mexican Spanish. Answer a frequency question with almost never.
BeginnerHighEnglish first →Spanish first →
Now or later?¿Ahora o después?
“¿Ahora o después?” means “Now or later?” in Mexican Spanish. Ask whether to do the understood action now or later.
BeginnerHighEnglish first →Spanish first →
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.
BeginnerHighEnglish first →Spanish first →
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.
BeginnerHighEnglish first →Spanish first →
I’m 25 years old.Tengo veinticinco años.
“Tengo veinticinco años.” means “I’m 25 years old.” in Mexican Spanish. Give your age with tener; substitute the number as needed.
BeginnerNormalEnglish first →Spanish first →

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.

Neutral10

Conversation role4 branches

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

Share information7 Answer or explain6 Express feelings or opinions6 Ask a question3

Situations10 branches

The specific setting recorded by the editorial review. Not every phrase has a named situation.

Answer a frequency question with almost never.1 Answer when something happened with last night.1 Ask for the scheduled clock time of an already understood event, rather than current clock time.1 Ask whether to do the understood action now or later.1 Check whether the speaker has enough time for an understood action.1 Confirm the present moment suits an action/conversation.1 Defer an action to the next opportunity.1 Explain the proper time for an expected action has not arrived.1 Explain timing is earlier than appropriate.1 Give your age with tener; substitute the number as needed.1

Gender forms1 branches

Explore the grammatical gender forms recorded for each phrase. Grammatical gender is different from the speaker’s identity.

neutral10

Who or what gender refers to1 branches

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

Not recorded10

Learning collections2 branches

The fixed introductory collection and editorial Core or Expansion placements.

Core9 Expansion1

Vocabulary families17 branches

Browse recorded word families shared by phrases. These editorial family labels may not be dictionary headwords.

ser3 hora2 tener2 anoche1 anos1 buen1 casi1 demasiado1 despues1 momento1 nunca1 proxima1 temprano1 tiempo1 todavia1 veinticinco1 vez1

Vocabulary familiarity1 branches

Everyday, less common and specialized vocabulary, considered separately from grammatical difficulty.

Everyday10

Reusability2 branches

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

57 43

Ambiguity risk3 branches

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

36 23 11

Confusion risk2 branches

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

38 22

Spanish word count2 branches

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

1–38 4–62

Usefulness score3 branches

The detailed editorial usefulness score, distinct from the three usefulness labels.

47 52 31

Difficulty score1 branches

Scores run from 5 to 100. These ten-point ranges show the finer distribution within difficulty bands.

11–2010

Vocabulary contribution2 branches

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

08 1–32

Review dates1 branches

When the recorded editorial review was performed.

2026-10-2310

Editorial quality1 branches

Recorded review status and quality classification.

Reviewed for Spanish (Mexico)10

Source batches1 branches

Editorial import batches where source information is recorded.

photo-batches-01-15-2026-10-2310

Review methods1 branches

How the recorded editorial ratings were assigned. These are assessments rather than measured learning outcomes.

Individual editorial meaning/context/grammar review; difficulty-v2 vocabulary/reuse recomputed against reconciled 1414-card deck. Supplemental ratings are editorial estimates, not recall or CEFR measurements.10

Introductory speakers1 branches

The speaker roles recorded for the fixed introductory dialogue.

Not recorded10

Length difficulty factor5 branches