Unit
t
20 What’s he matter?
Topics  health, body and face, people
Functions  talking about health, describing people,
sympathising
Grammar  question (What’s the matter? Why?), short
answers, past simple
Vocabulary  See the wordlist on pages 120–121 of the
Student’s Book.
Movers practice
Listening Part 4, Reading and Writing Part 2, Speaking
Part 1
Movers test
Reading and Writing Part 3
Equipment needed
Movers CD 20C.
Movers tip
In Part 4 of the Movers Listening Test, train learners to
notice intonation and key words like no, yes, I see, all right,
OK. These will guide them to the right answer.
My head hurts. I hurt my head. I’ve got a
headache.
● Ask: Where’s your hand? Point to your hand.
Learners point to their hand. Do the same with: mouth,
ear, tooth, foot, arm, leg, back, shoulder, stomach.
● Hold your shoulder and say: Ouch! My shoulder hurts.
Learners hold their shoulder and repeat this sentence.
Do the same with: foot, arm, hand, leg, back.
● Put your hand on your stomach and say: Ow! I’ve got
a stomach-ache. Do the same with: toothache, headache,
earache.
● Write on the board:
My stomach hurts. I’ve got a stomach-ache.
Drill the first sentence. Make sure learners pronounce
the long /зː/ in hurts.
● Say the second sentence. Point out that the ch in stomach
and in ache are both pronounced /k/.
● Point out that in both sentences part of your body
hurts. We can use hurts with any part of our body (for
example: eye, ear, foot), but we use ache with only a few
parts of our body.
On the board, under I’ve got a stomach-ache, write:
He’s got toothache. She’s got a headache. I’ve got earache.
Say: He’s got toothache. His tooth hurts.
She’s got a headache. Her head … (Pause to elicit from
learners: hurts.)
I’ve got earache. My ear … (hurts)
● Point out that we write toothache, headache and earache
as one word, but we usually write stomach-ache with a
hyphen between the two words.
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● Write on the board: She hurt her hand when she caught
the ball.
Explain that we also use hurt to talk about a moment
in the past when we did something to part of our body.
(In this case, the woman’s hand might or might not hurt
now, but perhaps she can’t use it.)
A Complete the sentences.
● Read out the first part of sentences 1–3. Ask learners to
suggest how to complete them. Learners complete the
sentences in their books.
Suggested answers:  1  to eat lunch / any food
2  feet/legs hurt    3  foot/leg/back/hand/arm
B Read the sentences. Write the number
and letter of the pictures in C.
● Ask one learner to read out the first sentence:
This woman hurt her arm this morning.
Ask learners to find picture 4C.
Is this the correct picture for this sentence? (yes)
● Learners read the sentences and write the number and
letter of the picture in C where they can see this person.
Check answers:  2  1B    3  4A    4  3C    5  1A
6  3B    7  2B    8  3A
C CD1:12 Listen and tick the box.
● Learners listen to the four conversations and put a tick
in the box under the right picture.
Check answers:  1  B    2  B    3  C    4  A
Tapescript
Listen and tick the box.
One
What’s the matter with Ben?
Woman: You don’t look well, Ben.
Boy: I know.
Woman: Have you got toothache again?
Boy: No. It isn’t that.
Woman: What then? Have you got a headache?
Boy: No. It’s my ear. I’ve got earache today.
Woman: Let’s phone the doctor.
Two
What was the matter with Kim today?
Girl: Kim didn’t come to school today.
Man: Why not? Was she tired?
Girl: No.
Man: Did she have a cold, then?
Girl: No. She has a cough.

Three
What’s the matter with Dad?
Girl: Dad, what’s the matter? Have you got
stomach-ache?
Man: No. Not today.
Girl: Does your back hurt?
Man: No. But I’ve got a temperature, I think.
Girl: Oh dear!
Four`
Why did Mum go to hospital?
Boy: My mum had to go to hospital this morning.
Woman: Oh dear! Why? Did she hurt her leg?
Boy: No. It wasn’t her leg or her arm.
Woman: What did she do?
Boy: She hurt her hand.
Woman: I see.
● Ask learners to tell you a sentence about pictures 1C,
2A and 2B. Write the sentences on the board.
Suggestions: 1C He’s got a headache. / His head hurts.
2A She’s got a cold. 2B She’s got a cough.
● In pairs, learners take it in turns to say a sentence about
one of the pictures in C. The other learner listens and
says which picture.
D Read the text and
choose the best Test! Reading &
Writing Part 3
answer.
● Point to the picture of the woman and the boy.
Say: This is Sue and this is Tom.
Ask: Where are they? (in the street)
What are they talking about? (the boy on the sofa)
Explain: The boy on the sofa is Jim, Tom’s brother. Sue is Jim’s
teacher at school.
● Read the example with learners. Make sure they
understand why A is the best answer.
● Learners read questions 1–5 and choose the best
answer.
Check answers:  1C    2B    3A    4B    5A
● Learners role play the conversation in pairs.
Complete the sentences about Jim.
Use 1, 2 or 3 words.
● Write on the board: 1 Tom’s … didn’t go to school today.
Point to the gap in this sentence and ask learners to
complete it. (brother) Write three more sentences on the
board about the text in D:
2 Jim went to hospital because … .
3 The rock that Jim jumped off was … .
4 Jim’s not in … now. He’s at home and he’s OK.
● Learners copy these sentences into their notebooks and
write 1, 2 or 3 words in each gap.
Check answers:  2  he hurt his foot    3  very big
4  hospital
Find the differences.
● Point to the picture of Jim on the left in D and the
picture of the boy on the right above E.
Say: These pictures show two boys who are injured but four
things are different. This boy is at home, but this boy is in
hospital. What other different things can you see?
● In pairs, learners make sentences about the other three
differences.
Suggestions:
1 This boy is not sleeping, but this boy is sleeping.
2 This boy has got fair/blond hair, but this boy has got
black hair.
3 This boy’s leg hurts, but this boy’s arm hurts.
E Write answers to the questions about
Paul.
● Point to the boy in the picture above E.
Say: This is your cousin Paul. Where is he? (in hospital)
What’s the matter with Paul? (His arm hurts. / He hurt his
arm.)
Read out the first sentence and example answer: He had
to go to hospital.
● Read the other questions with learners and ask them to
suggest answers. They use the answers about Jim in D
to help them. Write their suggestions on the board.
Suggestions: 2 He hurt his arm. 3 (accept any
reasonable answer) 4 Yes, he is. 5 Yes, he is.
● Learners copy the answers onto the lines in E.
● Learners could then draw a picture of another person
with another problem and write a conversation saying
what’s the matter with them and where they are.
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