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: Excuse me, madam, I wonder if you could help me. ,F: Yes. ,M: Do you happen to know anything about the Flower Show? ,F: Well, it is in the Forest Park. ,M: Can you tell me something about it? Is it interesting? ,F: I'm afraid I'm not really sure because I have not had the time to see it, but my daughter was there that day before yesterday. She said it was really beautiful. All sorts of flowers, roses, tulips. You name it, they have it. You see the show is one of the tourist attractions in our city. Go there and take a look, young man. ,M: I will. By the way, do you know when it is open? ,F: Well, let me see. It's open in the afternoon. My daughter told me.
(A) M: I will be here as your daughter said the Flower Show was beautiful. (B) M: I will be here as your daughter said the Forest Show was beautiful. (C) M: I’m sorry, I didn’t catch that. Would you mind speaking more slowly? (D) M: I will be here as your daughter said the Forest Show was the biggest tourist attraction in the city.
[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

[EX Q]: F: We're going to have a picnic near the Summer Palace tomorrow, aren't we? ,M: Yeah. What will the weather be like tomorrow? ,F: The weather report said it'll be fine.
(A) M: Excuse me, could you repeat the question? (B) M: Although the weather will not be fine tomorrow, we will still have a picnic tomorrow. (C) M: Then we will have a happy picnic tomorrow. (D) M: Although the weather will not be fine tomorrow, we will still go to the Great Wall.
[EX A]:

Show your work and conclude with the exact phrasing "Therefore, the final answer is [answer]." where [answer] is just the final number or expression that solves the problem.
user
C

