EXPLORE MEXICAN SPANISH
Added · 9 · 2 · Beginner
Explore 43 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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Topics23 branches
Find phrases for everyday situations and conversations. A phrase can belong to several topics.
Difficulty4 branches
Poquito’s learning difficulty bands reflect length, vocabulary, grammar and idiom. These are editorial estimates, not CEFR levels.
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43 results- I don’t have a choice.No tengo otra opción.
“No tengo otra opción.” means “I don’t have a choice.” in Mexican Spanish. Explain that there is no alternative to an understood action.
- This is just a test.Solo es una prueba.
“Solo es una prueba.” means “This is just a test.” in Mexican Spanish. Explain an understood action is only a test or demonstration rather than a live result.
- This is just a guess.Es solo una suposición.
“Es solo una suposición.” means “This is just a guess.” in Mexican Spanish. Label an assertion as a guess rather than known fact.
- It's a good deal.Es una buena oferta.
“Es una buena oferta.” means “It's a good deal.” in Mexican Spanish. Assess an offer as good value in a shopping or service context.
- I know it’s difficult.Sé que es difícil.
“Sé que es difícil.” means “I know it’s difficult.” in Mexican Spanish. This expression belongs to Conversation. Respond / explain.
- 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.
- Is it ready to go?¿Está listo para salir?
“¿Está listo para salir?” means “Is it ready to go?” in Mexican Spanish. Ask whether an object or vehicle is prepared to leave. Feminine alternative: ¿Está lista para salir?
- Why are you running late?¿Por qué vas tarde?
“¿Por qué vas tarde?” means “Why are you running late?” in Mexican Spanish. Ask why someone is delayed.
- 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.
- My internet is slow.Mi internet está lento.
“Mi internet está lento.” means “My internet is slow.” in Mexican Spanish. Explain poor internet speed during a call or task.
- That’s not normal.Eso no es normal.
“Eso no es normal.” means “That’s not normal.” in Mexican Spanish. Report that an understood situation is unusual.
- He isn’t ready.Él no está listo.
“Él no está listo.” means “He isn’t ready.” in Mexican Spanish. Ready state, not intelligence.
- She isn’t nice.Ella no es amable.
“Ella no es amable.” means “She isn’t nice.” in Mexican Spanish. Specifically not kind or courteous; avoid presenting all meanings of nice as identical.
- It’s a beautiful day.Es un día hermoso.
“Es un día hermoso.” means “It’s a beautiful day.” in Mexican Spanish. Make a pleasant-day weather comment during everyday small talk. Día is masculine: un día hermoso.
- My life is hard.Mi vida es difícil.
“Mi vida es difícil.” means “My life is hard.” in Mexican Spanish. Share a personal hardship disclosure with a familiar person.
- This is just a game.Solo es un juego.
“Solo es un juego.” means “This is just a game.” in Mexican Spanish. Reassure about an understood game context with It’s just a game.
- This is just a phase.Es solo una etapa.
“Es solo una etapa.” means “This is just a phase.” in Mexican Spanish. Describe an understood situation as temporary, a phase.
- Is anybody home?¿Hay alguien en casa?
“¿Hay alguien en casa?” means “Is anybody home?” in Mexican Spanish. Check whether anyone is at home before entering/visiting.
- It’s my birthday today.Hoy es mi cumpleaños.
“Hoy es mi cumpleaños.” means “It’s my birthday today.” in Mexican Spanish. Share that today is the speaker’s birthday.
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 role6 branches
What the phrase does in a conversation. A phrase can have several standardized roles, such as asking, answering or sharing information.
Situations34 branches
The specific setting recorded by the editorial review. Not every phrase has a named situation.
Gender forms4 branches
Explore the grammatical gender forms recorded for each phrase. Grammatical gender is different from the speaker’s identity.
Who or what gender refers to4 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 families64 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 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 score3 branches
The detailed editorial usefulness score, distinct from the three usefulness labels.
Difficulty score1 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.
Introductory speakers1 branches
The speaker roles recorded for the fixed introductory dialogue.
Vocabulary difficulty factor3 branches
Recorded points for this component of the difficulty score. See each phrase for the assessment note.
Grammar difficulty factor4 branches
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Idiom difficulty factor2 branches
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Reuse difficulty factor5 branches
Recorded points for this component of the difficulty score. See each phrase for the assessment note.
Unique Vocabulary Families15 branches
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New Families Vs Baseline23 branches
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New Vocabulary Vs Baseline2 branches
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Pronunciation Included1 branches
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