I've been craving a Latte all day. Want to go grab one with me?
I actually tried their Mocha earlier; it's so rich and delicious.
Did you know they have a new cold brew on the menu instead?
Sure! Let me grab my coat, and we can head out for that latte.
This is the correct response
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search View Answer Explanation arrow_drop_down
The speaker asks, “Want to go grab one with me?”
This is an invitation to go together for a latte.
(C) answers with “Sure!” and shows readiness to go, which is the direct and friendly reply the speaker expects.
(A) and (B) talk about other drinks and do not clearly accept the invitation, so they do not match the question as well as (C).
(D) is not mentioned in the original text, so it is not relevant here.
search go for: This means to choose, try, or attempt something. Example: "I think I’ll go for the chicken salad." It can also show enthusiasm, e.g., "Go for it!"
This is the correct answer
search go on: This means to continue or proceed. Example: "Please go on with your story." It can also mean to happen, e.g., "What’s going on here?"
search go at: This means to attack or tackle something (or someone) with energy. Example: "The dog went at the toy until it broke." It can be physical or figurative, such as working hard on a task.
search go to: Most often it means to move to a place ("I go to school every day"). As an adjective (written with a hyphen), "go-to" describes a reliable choice, e.g., "She’s my go-to person for tech help."
Your memory retention drops as time goes by. Learn how to prevent memory loss
When you crave something, it means you really want it, usually food but also experiences or activities. "I've been craving" means you've been wanting something for a while. It's often used in casual conversations when talking about food, but you can also use it for other desires:
For Example:
I've been craving sushi all week! I think I'll treat myself this weekend.
I've been craving a vacation—I need a break!
I've been craving some good music. Do you have any recommendations?
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Cravecrave
ARPAbet: [k-r-ey1-v] IPA: /kreɪv/ -
[k] /k/play_circle_filledTo create the k, air is briefly prevented from leaving the vocal tract when the back of the tongue lifts and presses against the soft palate at the back of the mouth. The sound is aspirated when the air is released. The amount of aspiration used to produce a k is greater than that used for a g.
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[r] /r/play_circle_filledTo create the r sound the back of the tongue is raised so the sides of the tongue touch the back teeth. The center of the back of the tongue is lower and the air travels through this groove to create the sound. The tip of the tongue may point upward, or may be left low.
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[ey] /eɪ/play_circle_filledTo pronounce the eɪ sound, begin with the tongue pushed somewhat forward but in a neutral position in the mouth. Then, as the jaw closes slightly, move the body of the tongue upward until it is near the tooth ridge--similar to the position of a 'y sound' y. The front sides of the tongue touch the inside of the top teeth at the end of the sound.
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[v] /v/play_circle_filledTo create the 'v sound' v, the jaw is held nearly closed. The upper backside of the bottom lip is pressed very lightly into the bottom of the top teeth. Air is pushed out the mouth between the top teeth and the upper backside of the bottom lip. This sound is a continuous consonant, meaning that it should be capable of being produced for a few seconds with even and smooth pronunciation for the entire duration. The lips are kept mostly relaxed during the v. A common error ESL/ELL students make is overproducing this sound by curling the bottom lip under the top teeth. This creates problems when linking to and from the v.
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Your memory retention drops as time goes by. Learn how to prevent memory loss
The word "grab" is most commonly used as a verb, meaning to take something quickly or suddenly. Imagine you're running late for school. You don't have time for breakfast, so you quickly grab an apple from the kitchen and rush out the door. As you reach the bus stop, your friend waves and says, “Hey! Let's grab a coffee after class.” Later, when you sit down, your phone starts ringing. You grab it from your bag and answer.
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Grabgrab
ARPAbet: [g-r-ae1-b] IPA: /græb/ -
[g] /g/play_circle_filledTo create the g, air is briefly prevented from leaving the vocal tract when the back of the tongue lifts and presses against the soft palate at the back of the mouth. The sound is aspirated when the air is released. The amount of aspiration used to produce a g is less than that for a k.
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[r] /r/play_circle_filledTo create the r sound the back of the tongue is raised so the sides of the tongue touch the back teeth. The center of the back of the tongue is lower and the air travels through this groove to create the sound. The tip of the tongue may point upward, or may be left low.
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[ae] /æ/play_circle_filledTo pronounce the ae sound the front of the tongue is pushed further forward and is held lower in the mouth when forming the 'short a' /æ/ sound than with any other vowel sound. The tip of the tongue will touch the inside of the bottom front teeth. The body of the tongue is rounded slightly upward. The jaw is lowered and the lips are held apart, allowing the entire oral cavity to remain open.
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[b] /b/play_circle_filledTo create the b, air is briefly prevented from leaving the vocal tract by closing the lips. The sound is aspirated when the air is released.
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Your memory retention drops as time goes by. Learn how to prevent memory loss
The phrasal verb "go for" has a few different meanings depending on how it’s used. It can mean to try to get or achieve something—like “She’s going for the job at the marketing firm.” It can also mean choosing something—“I think I’ll go for the pasta instead of the steak.” Sometimes it means attacking someone—“The dog suddenly went for the mailman.” And it can even be used to show support or admiration—“I really go for that band’s music.” So, just like with many phrasal verbs, the meaning of "go for" depends on the context.
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Go Forgo for
ARPAbet: [g-ow1-f-ao1-r] IPA: /goʊ fɔːr/ -
[g] /g/play_circle_filledTo create the g, air is briefly prevented from leaving the vocal tract when the back of the tongue lifts and presses against the soft palate at the back of the mouth. The sound is aspirated when the air is released. The amount of aspiration used to produce a g is less than that for a k.
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[ow] /oʊ/play_circle_filledTo pronounce the 'ow sound' oʊ the body of the tongue is pushed back and in a low-to-mid mouth position and the bottom teeth can be felt along the sides of the tongue. Then the sound moves into a 'w sound' w by raising the jaw slightly while closing the lips into a small circle. The body of the tongue moves upward until the tongue is near the back of the hard palate.
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[f] /f/play_circle_filledTo create the 'f sound' f, the jaw is held nearly closed. The upper backside of the bottom lip is pressed very lightly into the bottom of the top teeth. Air is pushed out the mouth between the top teeth and the upper backside of the bottom lip. This sound is to be a continuous consonant, meaning that it should be capable of being produced for a few seconds with even and smooth pronunciation for the entire duration. The lips are kept mostly relaxed during the production of the f. A common error English language learners make is overproducing this sound by curling the bottom lip under the top teeth. This creates problems when linking other sounds to and from the f.
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[ao] /ɔ/play_circle_filledTo create the 'aw sound' ɔ the entire tongue is pushed back and kept low during the pronunciation of the 'aw sound' ɔ. The bottom side teeth can be felt alongside the front of the tongue during the sound. The back of the tongue has only a slight rounding upward at the very rear of the mouth. The lips are made into an oval shape, and may stick slightly outward.
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[r] /r/play_circle_filledTo create the r sound the back of the tongue is raised so the sides of the tongue touch the back teeth. The center of the back of the tongue is lower and the air travels through this groove to create the sound. The tip of the tongue may point upward, or may be left low.
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The Forgetting Curve – Ebbinghaus’ EpiphanyThe process of forgetting is best explained by the Forgetting Curve (also known as the Ebbinghaus Curve, named after German psychologist Hermann Ebbinghaus in the 1880s). This curve shows the relationship between time and how well we retain information.
Research based on the Forgetting Curve reveals that the average person forgets 65% of what they learn after just one day and up to 75% after one week. This natural decline in memory makes learning a new language slower and more challenging.
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To help overcome this challenge, we created MyLingo Tutor a smart learning system designed to speed up your learning and improve your memory. MyLingo Tutor creates and analyzes a personalized Learning Curve for every word you study, ensuring you review each word at exactly the right time to prevent forgetting.
The graph below shows how MyLingo Tutor tracks your Learning Curve and perfectly times your review sessions to boost long-term memory.
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