阅读下面短文，根据所给情节进行续写，使之构成一个完整的故事。

    One day, my brother and I were alone in our apartment. The reason was that my parents had both gone for a ball party and had left me in charge of everything. I was doing my homework while my younger brother was watching television. Suddenly, the doorbell rang. Ding-Dong! Ding-Dong! My younger brother had rushed to the door before I decided to answer the door. We both thought that our parents had come home. As a result, he unlocked the door and opened it.

    Outside of the house stood a man who wore a black raincoat and black rubber boots. He looked no different from other people and he said that he was a salesman and asked politely if our mother or father was at home so he could talk with them.

    Without any thinking, my brother said, “No." He asked if we would like to buy some comic books, which he was selling. I quickly explained to him that we were not supposed to buy anything without our parents' permission. However, it seemed that he was not willing to follow my advice and he had an intention to enter our house.

    Then I realized something terrible would happen. As I was about to close the door, he forced his way into our house. He took out a knife and forced me to tie up my brother's hands with some rope which he took out from his pocket. I tied up his hands but I tied in a special way so my brother could untie himself as we often did. The man then tied my hands up and locked both of us in the kitchen.

    Soon he went upstairs to search the bedroom for something valuable. I managed to teach my brother to untie the rope on his hands. He then untied me. I rushed to the telephone to call the police, but the line was dead.

注意：1. 所续写短文的词数应为150左右；2. 应使用5个以上短文中标有下划线的关键词语；3. 续写部分分为两段，每段的开头语已为你写好；4. 续写完成后，请用下划线标出你所使用的关键词语。

Paragraph 1:

The doors were all locked from the outside and what's worse, I did not have the keys.                                                

Paragraph 2:

Just at the same time our parents came back home.                

Directions: Read the following passage. Answer the questions according to the information given in the passage.

    A wise teacher once told me that every teenager needs to experience a not-so-fun first job from working at a grocery store to the fast food industry.

    Now I still remember my first day at a fast food restaurant three years ago. I wanted to save up money and buy my own car, so I applied everywhere I could that summer. The restaurant called me right away and I thought to myself, this is going to be easy. Within four hours of my first shift (.轮班)， I had angry customers who complained how slow I was. I watched in fear as a kid spilled his milk everywhere, and I heard the words that no 16-year-old boy or anyone for that matter wants to hear: "Mike, there's a problem in the men's bathroom and you might want gloves for this one." I realized right away that working at the restaurant was not going to be a picnic. The manager expected a clean environment and, particularly, fast service with a friendly smile.

    Over three years later I still work at that restaurant whenever I go home during vacations. I love my co-workers there and all the customers know who I am. Every morning the same senior citizens come in and get their morning coffees. They chat with us workers and joke around. Our smiles have just as much to do with them making us a part of their everyday lives as the coffee does.

    From my first job at the restaurant, I learned teamwork and devotion. I also learned staying positive no matter how rough things seem to get. I will forever carry the experience that I gained at the restaurant with me as I go forward in my life.

    [1]Stamp collectors usually collect stamps only from certain countries or regions. The traditional method of stamp collecting is to organize stamp collection according to the issue dates.

     [2]Of course, there are many    .  . You can collect stamps relating to a particular theme. For example, sport lovers may choose the Olympic theme. They try their best to find Olympic stamps issued by various parts of the world every four years. Some of them may want to concentrate on even more specific sport activities like ball games, gymnasium, swimming, etc.

     [3]If you like astronomy, you may be keen on collecting stamps describing the stars, planets, spacecraft, spacemen, etc. once you have fixed the topic, you no longer need to bother about stamps other than the theme you selected. Then, you can put all your effort to collect the stamps around it.

     [4]China issues zodiac animal stamps (十二生肖邮票) every year to celebrate the Lunar New Year. They are extremely popular and a lot of collectors wait patiently for 12 years to collect a full set of them. Hong Kong's Lunar New Year special stamp series began in 2000 with the Year of Dragon and the twelfth and final set was issued in 2011, the Year of Rabbit. Recently some Western countries have issued zodiac animal stamps, which attract a lot of attention as well.

     [5]You may choose any theme you like. However, you should bear in mind an essential point. The topic you choose should not be too narrow. Otherwise, it is very difficult to accumulate stamps around the topic. You will be depressed and even lose your interest in collecting stamps.

      [6]Collecting stamps with themes is especially popular among teenagers because there is a wide range of choices for them. The main challenge is how you organize and expand your collection around your theme.

    A study of more than five million books, both fiction and non-fiction, has found a marked decline in the use of emotional words over time. The researchers form the University of Bristol used Google Ngram Viewer, a facility for finding the frequency of terms in scanned books, to search for more than 600 particular words identified as representing anger, dislike, fear, joy, sadness and surprise.

    They found that almost all of the categories (类别) showed a drop in these “mood words” over time. Only in the category of fear was there an increase in usage.

    “It is a steady and continuous decrease,” said Dr Alberto Acerbi. He assumed that the result might be explained by a change in the position occupied by literature, in a crowded media landscape. “One thing could be that in parallel to books the 20th century saw the start of other media. Maybe these media—movies, radio, drama—had more emotional content than books.”

    Although both joy and sadness followed the general downwards trend, the research, published in the journal PLOS One, found that they also exhibited another interesting behaviour：the ratio (比率) between the two varied greatly, apparently mirroring historical events.

    During the Roaring Twenties the joy-to-sadness ratio reached a peak that would not occur again until before the recent financial crash. But the ratio plunged at the height of the Second World War. Nevertheless, the researchers held a reserved opinion about their claim that their result reflected wider social trends. In the paper, they even argue that the reverse could be true.

“It has been suggested, for example, that it was the suppression (压抑) of desire in ordinary Elizabethan English life that increased demand for writing ‘filled with romance and sex' perhaps,” they conclude, “songs and books may not reflect the real population any more than catwalk models reflect the average body.”

     (Note：Answer the questions or complete the statements in NO MORE THAN TEN WORDS.)

    Directions: Read the following passage. Answer the questions according to the information given in the passage.

    Kids and Ponds

    Years ago there was a group of kids who would hang around at some local ponds in the woods near their houses in Warwick, Rhode Island. In summer they caught frogs and fish. When winter arrived they couldn't wait to go skating. Time passed, and the ponds became the only open space for the kids to enjoy themselves in that neighborhood.

    One day. a thirteen-year-old boy from this group of kids read in the local newspaper that a developer wanted to fill in the ponds and build over a hundred small houses called condominiums. So the boy went door to door and gathered more than two hundred signatures (签名）to stop the development A group of citizens met and decided to support him.

    At the meeting of the town planning board (委员会)，the boy was quite nervous at first and spoke very softly. But when he saw the faces of his friends and neighbors in the crowd and thought about what was happening to their favorite ponds，his voice grew louder. He told the town officials that they should speak for the citizens. He also insisted that they should leave enough space for children. A few days later，the developer stopped his plan.

    Nine years later, when that teen was a senior in college, he was informed that the developer was back with his proposal to build condominiums. Now twenty-two years old, he was studying wetlands ecology. He again appeared before the town planning board. This time as an expert witness, he used environmental protection laws to explain restrictions on development in and around wetlands and the knowledge of wetlands ecology to help improve the development. Finally some condominiums were built, but less than half the number the developer wanted. The ponds where those kids used to hang around were protected by a strip of natural land，and are still there today.

    Youth sport has the potential to accomplish three important objectives in children's development. First, sport programs can provide youth with opportunities to be physically active, which can lead to improved physical health. Second, youth sport programs have long been considered important to youth's psychosocial development, providing opportunities to learn important life skills such as cooperation, discipline, leadership, and self-control. Third, youth sport programs are critical for the learning of motor skills; these motor skills serve as a foundation for future national sport stars and recreational adult sport participants. When coachers develop activities for youth practices and when sport organizations design youth-sport programs, they must consider the implication of deliberate play and deliberate practice.

Research from Telama （2006） states that regular participation in deliberate play or deliberate practice activities during childhood and youth （ages nine to eighteen） increases the likelihood of participation in sports during adulthood by six times for both males and females. Côté （2002） defines deliberate play activities in sport as those designed to maximize enjoyment. These activities are regulated by flexible rules adapted from standardized sport rules and are set up by the children or by an involved adult. Children typically change rules to find a point where their game is similar to the actual sport but still allows for play at their level. For example, children may change soccer and basketball rules to suit their needs and environment （e.g. in the street. on a playing field or in someone's backyard）. When involved in deliberate play activities, children are less concerned with the outcome of their outcome of their behavior. （whether they win or lose） than with the behavior. （having fun）.

    On the other hand, Ericsson （1993） suggests that the most effective learning occurs through involvement in highly structured activities defined as deliberate practice. Deliberate practice activities require effort, produce no immediate rewards, and are motivated by the goal of improving performance rather than the goal of enjoyment. When individuals are involved in deliberate play, they experiment with different combinations of behaviors, but not necessarily in the most effective way to improve performance. In contrast, when individuals are involved in deliberate practice, they exhibit behavior. focused on improving performance by the most effective means available. For example, the backhand skills in tennis could be learned and improved over time by playing matches or by creating fun practice situations. However, players could more effectively improve their backhand performance by practicing drills that might be considered less enjoyable. Although drills are used in most effective means available practice might not be the most enjoyable, they might be the most relevant to improving performance.

    （Note: Answer the questions or complete the statements in NO MORE THAN TEN WORDS）