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.

Input: Consider Input: F: What do you think about this idea? Going for a picnic. ,M: Well, I'm not sure, I think it's a bit boring. I think barbecue on the beach would be more fun. ,F: Yes, I agree, but it's quite a lot of work. Someone has to stand here and cook all night. I think we should go to a restaurant instead. ,M: That's true, but it's quite expensive to go to a restaurant. ,F: Well, what about having a party at someone's house? We could order a pizza or just some hamburgers. ,M: I suppose so, I think a fancy dress party is a good idea. We could have a competition and decide who is wearing the best clothes.
(A) F: I agree with you. Having a picnic is the best idea. (B) F: Yeah. We should have a barbecue on the beach. (C) F: I am afraid I did not quite catch what you were saying. Please repeat it. (D) F: Yeah. We will have a fancy dress party and a barbecue.

Output: C

Input: Consider Input: F: Hello, Tom. How are you finding teaching here? ,M: I get the feeling that somehow the school successful. The buildings and furniture are so old, yet amazingly, the students seem happy. These days you can't compete in less you can really provide the best. That's the trouble with these small family owned schools, so many are taken over by large companies. They seem to offer a whole range of subjects, not just English and maths. ,F: I think that's good. Because they can bring together a mixture of teachers of different subjects. A geography teacher say might give you fresh ideas that you can apply and teaching English or math. ,M: I've always found it a real eye opener talking to other English teachers, because people's methods of teaching the same subject can vary so much. Actually, I sometimes feel that about classes. I feel it's my role as the teacher to make sure we get on all right, but I can't always do it.
(A) F: Really? You feel it's your role as the teacher to make sure we get on all right and you can always do it? Wow, you are a good math teacher! (B) F: I am afraid I did not quite catch what you were saying. Please repeat it. (C) F: So, you mean as an English teacher, you feel it's not your role as the teacher to make sure we get on all right? (D) F: OK, I see. And I think you are a good English teacher.

Output: D

Input: Consider Input: M: Ah, that's the forth ad that appears suddenly on my computer screen since I started working on my paper. ,F: You can buy an app that will stop those ads. ,M: I can't afford to buy some fancy $10 software just so I can write my paper. ,F: It's not that expensive. It's $1 per month. ,M: So that's $12 a year. ,F: Is it going to take you a whole year to finish that essay? ,M: Well, no, Harriet. It'll be done in 3 weeks. But I'll be doing school work on this computer for 4 years before I graduate.
(A) F: I didn't hear you. Please could you tell me again? (B) F: After you finished your essay in three weeks, you can change this computer. (C) F: So you have to put up with the kids until you finished your essay in one month. (D) F: You'll have finished your paper in three weeks and need not be bothered by the ad.
Output: D