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.

[EX Q]: M: Nice to see you, Mary! Come in, please! ,F: Thank you Tom, but I am afraid not now. I've come only to return the book borrowed from you. ,M: Wonderful. I've been waiting for you a long time and longing to know what you think of it. ,F: It is very interesting and I've learned a lot from it. ,M: Well, so it is with me.
(A) F: I’m sorry, I didn’t catch that. Would you mind speaking more slowly? (B) F: It is very boring. (C) F: You are interesting. (D) F: It's just so-so.
[EX A]: A

[EX Q]: M: Did your teacher give a task for Monday? ,F: There is nothing to read in the textbook, but we have to see a movie and write a short report about it.
(A) M: Let's continue talking about the task. (B) M: I am sorry. You spoke so rapidly that I did not catch the meaning of what you said. Could you repeat that? (C) M: Now that your teacher didn't give you any task for Monday, why should we continue to talk about this task? (D) M: You need to write a long paper about the movie? That's terrible.
[EX A]: A

[EX Q]: 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.
[EX A]:
A