In this task you are given a small conversation between two persons and 4 options on how the conversation should continue. Your job is to choose the most reasonable option. The conversation and the options are separated by a newline character. Each dialogue in the conversation are separated by a comma. F and M indicate female and male, respectively.

Example Input: F: Hello, Mr.Smith. This is Janet Bush. ,M: Hello, Miss Bush. ,F: I'm afraid I'm going to be late for our appointment. My friend was supposed to pick me up from the airport, but she just called me and said she is stuck in traffic downtown so she won't be here right now. It's 11 now, so there is no way I'm going to the restaurant at 11:30 as we planned. I wonder if we could reschedule our appointment to sometime this afternoon
(A) M: Yes, we had planned to meet at 11:30 a.m. Since you can't make it, let's reschedule our appointment at 1:00 pm. (B) M: Have you forgot it? We had planned to meet at about 11 a.m. Since you can't make it, let's reschedule our appointment at 1:00 pm. (C) M: I am sorry. You spoke so rapidly that I did not catch the meaning of what you said. Could you repeat that? (D) M: OK, let's postpone our meeting for half an hour. Can we meet at 2 p.m?
Example Output: A

Example Input: M: My program is a course in automotive repair. We teach people from the age of 16 through to adults. We're located on a high school campus. It's vocational, which means that we train people in specific skills that they could use in a job. ,F: I like classes, because it's more like the real world than when you're sitting there reading a textbook, not knowing what you're going to be using it for. ,M: Today's a work day. So when I go back into the shop, I have all my students working on a project. First, Jack is going to get the air tools out and jack up a car. He's going to take a tyre off that car with the air impact. Every student is an individual that comes into my program. All of them think that they're going to be able to fix their own cars. They all have it as a goal that they're going to get out of the program. And then, as part of my introduction to the class, I'll let them know some of the other things that they'll all get, which include consumer understanding of how the car works.
(A) F: I’m sorry, I didn’t catch that. Would you mind speaking more slowly? (B) F: Uh, I think people always want to keep themselves fit, that's why they will join the fitness class. (C) F: Well, I understand why people want to teach the course, because people usually want more interaction in this literature course. (D) F: Alright, so that's why people always want to build a garage in their house, they just want to fix their own cars.
Example Output: A

Example Input: F: Nice to see you again, Mike. How was your trip to China? ,M: It was great. I flew to Beijing with my wife last month and I stayed there for 3 days. There were so many things to see and so many places of interest to visit in Beijing that we really couldn't decide whether to leave or stay. ,F: Have you visited other places in China? ,M: Yes, then we visited Shanghai and Nanjing, each city for 2 days. Finally we paid a visit to Guilin, where we spent 3 days. They were so beautiful that we were deeply impressed by these cities.
(A) F: Two days in Shanghai and Nanjing respectively didn't sound enough for me. (B) F: I’m sorry, I didn’t understand. Could you repeat a little louder, please? (C) F: Three days in each city, including Nanjing and Shanghai? Sounds so great. (D) F: What did you do during the four days in Nanjing? I skipped the city last time.
Example Output:
A