We started with the review of everyone's name, ff, ap, and d. I struggled with one name and few similar things in the food session. I brought the second Trusting Game of walking the blind in couples. One has to close his eyes, and the other one will be the eyes to tell the walking situation for the eye-closed person. The boys were just out of control. The couples ended up not talking but dragging or bear-hugging through this part of activity. Quite a few of them realized that they couldn't close their eyes all the way. Some of them were either in denial or in zero sense of whether their eyes were open or not.
晚上先讓我復習人名及相關資料，尤其是那些喜歡吃東西名稱類似的那群開始。我介紹第二個信任遊戲，兩個學員一組，一個閉眼，一個睜眼，睜眼的那位要想辦法帶閉眼的那位四處走走。男孩們玩到失控，甚至有些組別就只是一個學生熊抱另一位移動或發生屍體拖行狀態。活動結束時，有些學員意識到自己其實無法全程闔眼，有些則是否認自己有睜眼或是對於眼部肌肉控制無感。
I then introduced them to a movement memorization exercise. I gave them about 14 separate body movements to remember. One of them actually almost got everything correct(Jun-Long) at the first trial. The rest of them complained about having to memorize way too many things at once. And so, I gave them a storyline to connect all 14 body movements. Just like that, almost everyone got it right immediately after my description. After this, I asked everyone to use the same movements to create their own stories. Most of the students were in some kind of shooting scenario. One of them was very convincing playing a person in a game of water-balloon battle. Lots of them had to talk(speak their mind out) during the activity. I asked some of them to just act without opening their mouth. Once everyone was done, I went up without saying anything. A few students got the idea of me in a tennis ball game right away.
接著我示範一系列動作叫大家練習記憶，共有十四個。其中有一位差點第一次就一個不差的做對，其他辦不到的學員抱怨說動作太多不可能記得。於是，我說了一個發現蟑螂、閃蟑螂與打蟑螂的故事，配合著剛剛這十四個肢體動作。就這樣，幾乎每個學員馬上就完美地記得並複製出全部動作。發現大家做熟之後，我要求學生使用這些動作，編出自己的故事。許多學員使用射擊情景，其中一位男孩演出了相當有真實感的水球戰。多數學員在動作時需要實際用口敘述情境（方便記憶），我要求幾位年紀較長學員在重做時試著不要開口。大家都表演完後，我再次上場，一句話都不說地用同樣動作呈現不一樣的情境，幾秒鐘後，幾位學員不約而同地大喊出"打網球"。
Since we were in the topic of body movement, I asked them to feel partial movements to whole body movements in order to feel different degrees of urges. After giving them 4 directions(Forward, to the right, to the left, to the back), I asked them to make up their own degrees of movement combination. And of course, I then asked them to make up a storyline for their movement combo.
既然開始了肢體活動課題，我要求他們想辦法獨立出肢體"部分"來顯示出不同情緒激動程度。一會兒後，我給學員四個方向順序（前右左後），然後給予他們完全的自由選擇肢體表現方向的部位與程度。之後，男孩們也被要求使用這些動作編出自己的故事情節。
It was time to bring them some "goals". I asked for two volunteers and talked to them separately. One of them is supposed to be a 45 years old father who just learned that his son got F in math at school, and the other plays the role of the 7 year old son who wanted to get a street puppy back home. While looking at the 45-year-old father, I found him very convincing, and I wouldn't be surprised if I could see his real father's shadow on him. The fun part was that the supposed 7-year-old boy was so busy getting punished or so intimidated by his father that he never brought up the topic of wanting a puppy. After a while, I paused them, and asked the 7-year-old if he still remembered what he wanted and asked him to bring up the idea. However, a few min past, nothing happened. And so, I told him that he could take a break and I would take his part trying to find a chance to elaborate. So I did. The little wish was told when a 7-year-old was trying to negotiate terms with his father about studying harder. At the end, I elaborated the idea of negotiation. I told the students that during any conversation, it is always important to figure out what exactly the other person wants in order to make the deal work. Lots of time, we were targeting the wrong direction that the deals couldn't continue.
肢體活動後，我得強調"目的"。我徵求兩位自願者，分別告訴他們扮演角色與目的。一扮演四十五歲父親剛得知七歲兒子學校數學考試不及格，另一扮演七歲兒子剛看到流浪小狗且欲把狗帶回家。扮演父親的那位，演出了很有信服力的多桑，很難讓我不去揣測少年提取過去的父親印象為表現參考。可愛的地方是扮演七歲小孩的那位，被父親批頭責備後就一直無法提出自己的請求。幾分鐘後，我暫停兩位，希望扮演孩子的那位能想辦法把目的表達出來。不過這個老實的孩子，雖然知道自己的希望，卻因一直無法轉出"成績不好很糟"的想法而遲遲說不出想要小狗的願。幾分鐘後，我感謝二位，留下父親角色，演出向父親撒嬌，以用功讀書談條件換小狗的賴皮小孩。結束後，我向學員解釋溝通方法的多元，強調為達目的，大家該多嘗試各種不同的切入角度。另外，也要能仔細聽出對方到底目的是甚麼。許多談判破局，不是因為表象原因，而是因為自己沒能聽出或配合對方真正想要的事物。本日課程就在此作結～
