EXPLORE MEXICAN SPANISH

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45unique phrases · 2% of collection

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Difficulty3 branches

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

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45 results
  1. This is my order.Este es mi pedido.

    “Este es mi pedido.” means “This is my order.” in Mexican Spanish. Identify a food/shop order when collecting it or resolving a mix-up.

  2. Can I sit here?¿Me puedo sentar aquí?

    “¿Me puedo sentar aquí?” means “Can I sit here?” in Mexican Spanish. Conversational word order.

  3. Where is the hospital?¿Dónde está el hospital?

    “¿Dónde está el hospital?” means “Where is the hospital?” in Mexican Spanish. Ask for the location of a hospital facility.

  4. Call the police!¡Llama a la policía!

    “¡Llama a la policía!” means “Call the police!” in Mexican Spanish. Ask someone to call the police.

  5. How long will it take?¿Cuánto va a tardar?

    “¿Cuánto va a tardar?” means “How long will it take?” in Mexican Spanish. Ask about the expected duration of a known task or trip.

  6. Call an ambulance.Llama a una ambulancia.

    “Llama a una ambulancia.” means “Call an ambulance.” in Mexican Spanish. Ask another person to call/request an ambulance.

  7. That’s a good point.Es un buen punto.

    “Es un buen punto.” means “That’s a good point.” in Mexican Spanish. This expression belongs to Everyday Conversation. React / give an opinion.

  8. This is my friend.Este es mi amigo.

    “Este es mi amigo.” means “This is my friend.” in Mexican Spanish. Introduce a friend to another person.

  9. This is my favorite.Este es mi favorito.

    “Este es mi favorito.” means “This is my favorite.” in Mexican Spanish. Choose a favorite among understood alternatives. For a feminine object: Esta es mi favorita.

  10. Is it good for you?¿Es bueno para ti?

    “¿Es bueno para ti?” means “Is it good for you?” in Mexican Spanish. Ask whether something is beneficial to the listener.

  11. Can we talk later?¿Podemos hablar más tarde?

    “¿Podemos hablar más tarde?” means “Can we talk later?” in Mexican Spanish. This expression belongs to Conversation. Postpone a discussion.

  12. What time do you eat?¿A qué hora comes?

    “¿A qué hora comes?” means “What time do you eat?” in Mexican Spanish. Ask about meal time. In Mexico comer can refer to the main midday meal; specify desayunar or cenar when needed.

  13. Who can help me?¿Quién me puede ayudar?

    “¿Quién me puede ayudar?” means “Who can help me?” in Mexican Spanish. Natural alternative word order to puede ayudarme.

  14. How often do you go?¿Con qué frecuencia vas?

    “¿Con qué frecuencia vas?” means “How often do you go?” in Mexican Spanish. Ask frequency of an understood recurring visit/activity.

  15. Where is the airport?¿Dónde está el aeropuerto?

    “¿Dónde está el aeropuerto?” means “Where is the airport?” in Mexican Spanish. Locate an airport facility while travelling.

  16. What's the difference?¿Cuál es la diferencia?

    “¿Cuál es la diferencia?” means “What's the difference?” in Mexican Spanish. Ask how two understood alternatives differ before deciding or learning.

  17. You can text me.Puedes mandarme un mensaje.

    “Puedes mandarme un mensaje.” means “You can text me.” in Mexican Spanish. Invite the listener to text the speaker.

  18. How hard is it?¿Qué tan difícil es?

    “¿Qué tan difícil es?” means “How hard is it?” in Mexican Spanish. Ask the degree of difficulty or effort of an understood activity.

  19. Did you see it?¿Lo viste? / ¿La viste?

    “¿Lo viste? / ¿La viste?” means “Did you see it?” in Mexican Spanish. This expression belongs to Conversation. Ask a question.

  20. Did you forget it?¿Lo olvidaste? / ¿La olvidaste?

    “¿Lo olvidaste? / ¿La olvidaste?” means “Did you forget it?” in Mexican Spanish. This expression belongs to Conversation. Ask a question.

  21. Did you find it?¿Lo encontraste? / ¿La encontraste?

    “¿Lo encontraste? / ¿La encontraste?” means “Did you find it?” in Mexican Spanish. This expression belongs to Conversation. Ask a question.

  22. Did you buy it?¿Lo compraste? / ¿La compraste?

    “¿Lo compraste? / ¿La compraste?” means “Did you buy it?” in Mexican Spanish. This expression belongs to Conversation. Ask a question.

  23. Did you try it?¿Lo intentaste? / ¿La intentaste?

    “¿Lo intentaste? / ¿La intentaste?” means “Did you try it?” in Mexican Spanish. This expression belongs to Conversation. Ask a question.

  24. It’s time to go.Es hora de irse.

    “Es hora de irse.” means “It’s time to go.” in Mexican Spanish. Prompt departure because it is time to go.

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 role10 branches

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

Situations30 branches

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

Not recorded16Ask about the expected duration of a known task or trip.1Ask another person to call/request an ambulance.1Ask for reasoning behind an opinion or inference.1Ask for the location of a hospital facility.1Ask frequency of an understood recurring visit/activity.1Ask how two understood alternatives differ before deciding or learning.1Ask someone to call the police.1Ask the degree of difficulty or effort of an understood activity.1Ask whether something is beneficial to the listener.1Ask which person an already-understood man asked in a past conversation.1Ask which season applies in an understood location, for example comparing hemispheres.1Ask why someone is laughing.1Ask willingness to repeat a completed experience.1Celebrate another person’s good news with happiness for them.1Check whether a message was sent to the already understood woman.1Choose a favorite among understood alternatives. For a feminine object: Esta es mi favorita.1Commit to avoiding an argument in an understood conversation.1Compare reality with expectations.1Confirm that an item matches what someone wanted.1Explain holding an item aside for the listener’s use, e.g.1Express affection for your family.1Gently ask what is occupying someone’s thoughts, rather than solicit an opinion on a shared topic.1Identify a food/shop order when collecting it or resolving a mix-up.1Introduce a friend to another person.1Invite the listener to text the speaker.1Locate an airport facility while travelling.1Prompt departure because it is time to go.1Report an accidental coffee spill to explain a mess or request assistance.1Suggest going out for air.1
Gender forms3 branches

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

Who or what gender refers to3 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 families72 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 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 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 dates6 branches

When the recorded editorial review was performed.

Editorial quality1 branches

Recorded review status and quality classification.

Source batches8 branches

Editorial import batches where source information is recorded.

Review methods4 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.

Grammar difficulty factor10 branches

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

Idiom difficulty factor4 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 Families46 branches

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

New Families Vs Baseline47 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.