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.

F: Hi, Charles. Did you see the football game on TV last night? ,M: Hi, Laura. I wanted to watch it, but I couldn't. ,F: Oh, that's a pity. It was really exciting. Why couldn't you watch it? ,M: Oh, my wife wanted to see a new play.
(A) F: Yeah, the book we read yesterday night was very interesting. (B) F: What's the fun of seeing a new play alone? You should have watched the sports game with me last night. (C) F: I am afraid I did not quite catch what you were saying. Please repeat it. (D) F: Oh, I understand. How's the social event you attended last night?
C

F: Paul, let's talk about your work experience in South America. What took you there? Was it to improve your Spanish? ,M: Well, I just wanted to find out more about the way people lived there. My spoken Spanish was already pretty good. In fact, I ended up teaching English there.
(A) F: So, your spoken Spanish was not pretty good and you went to South America in order to study English? (B) F: So, you ended up teaching Spanish there and you went to South America to learn about local life? (C) F: Wow, you went to South America to learn about local life? That's great! Let's talk more about your experience! (D) F: Excuse me, could you repeat the question?
C

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.
A