Texto Final PDF

Sede Via del Mar, Jos Miguel Carrera
Tool & Die Making 2
Departamento de Ciencias
1
Idea Original
- Roberto Robles, Profesor de Ingls y Tcnico en Matricera para Plsticos y Metales
Colaboradoras:
- Mara Begoa Aguilar, Profesora de Ingls
- Vanessa Fernndez, Profesora de Ingls
Patrocinado por:
- Centro Integrado de Aprendizaje en Ciencias Bsicas e Ingls
- Proyecto MECESUP FSM1304
2
Prefacio
Estimados Alumnos:
Este texto ha sido diseado y elaborado especialmente para ustedes, y es el resultado de

muchas horas de investigacin y trabajo del Departamento de Ingls de la Universidad
Tcnica Federico Santa Mara, sede Via del Mar, Jos Miguel Carrera, especialmente por
los profesores Mara Begoa Aguilar, Vanessa Fernndez y Roberto Robles..
Las diferentes unidades incorporan temticas pertinentes a su especialidad, Matricera,

tanto en el mbito de las mquina-herramientas, como tambin en el de la produccin
industrial y del diseo por computador.
Esta primera versin incorpora los tpicos ya descritos con el fin de que sea un vehculo
para los procesos de enseanza y aprendizaje del idioma ingls con propsitos especficos
para su especialidad.
Es importante considerar que este material es slo un apoyo al trabajo realizado en clases y
por lo tanto, no es el fin del curso de ingls, sino que un medio para lograr los objetivos
planteados al comienzo del semestre. Lograr aprendizajes significativos va a depender
entonces del compromiso con ustedes mismos, tanto en el mbito personal como en el
acadmico. Recuerden que deben ser consecuentes con quienes son y con las decisiones
que los han trado hasta estas instancias de su vida. Ya son estudiantes universitarios y
deben demostrarlo.
Afectuosamente,
Mara Begoa Aguilar

Departamento de Ciencias
Universidad Tcnica Federico Santa Mara
Sede Via del Mar, Jos Miguel Carrera
3
Content List
Preface 3
Content List 4
Unit I The Milling Machine 5
Lesson 1 Process Description 7
Lesson 2 High or Low Speed? 13
Lesson 3 Visit The Tool & Die Making Shop 18
Lesson 4 Axis X, Y, and Z 20
Unit II Industrial Production 25
Lesson 1 Injection Process Description 27
Lesson 3 The Injection Mould 36
Lesson 5 The Pressing Die 44
Unit III AutoCAD Initial Set Up 50
Lesson 1 Starting a Drawing 52
Lesson 2 Drawing Units 58
Lesson 3 Open and Save Drawings 64
4
Unit I: The Milling Machine
In this unit you will use

the following text-types:
READING
- Process description
- Set of instructions
- Functional description
You will develop the following

abilities:
READING
- To identify type and purpose of text
- To infer meaning of words from context

and grammatical clues
You will learn the
- To follow written instructions to change following language:
the machine-tool speed
- To decide which definition from a - Simple present tense

dictionary is the most appropriate for the
context - Imperative mood
- Words related to the

milling machine
5
Teacher: Roberto Robles Class: Tool-And-Die Making Unit: 1 Lesson: 1
Location: UTFSM, Via del Mar Campus Class Time: 90
Stage Procedure Strategy Task Aims Time on

Task
Warm-Up - T talks about how Finding - To motivate Sts to
important is to Common participate 10 min
develop reading skills Goals
at university level
- T presents the plan - Presentation - To make Sts aware
of the workshop and of the workshop plan
the assessment and the assessment
method, referring to procedure
the use of the - To make Sts be
portfolio as an aware of what is the
evaluation device objective of the
Pre-Reading lesson.
- T presents the - Modelling -Sts recognize - To identify basic 40 min

objectives of the different grammatical grammatical elements
lesson elements in a - To recognize
sentence. vocabulary related to
- T provides the - Rules -Sts recognize the topic
grammatical structure vocabulary,
found in English comparing and
sentence contrasting verbs,
- T provides from nouns, and from
vocabulary with a adjectives
structural approach
While- -Sts are given a -Decision -Sts identify different - To identify
Reading contextualized, real making grammatical elements different grammatical
text, related to the from a real text, elements from a
specific field, to related to the subject- written text
identify grammatical matter
elements from.
- T monitors Sts -Monitoring 30 min
progress
Post- - Sts check language -Data/driven - Sts use grammatical - To comprehend

Reading associating learning elements and define language associations
grammatical elements their functions
and their functions -Monitoring
- T monitors Sts
progress
Review/ - T and Sts review - Promote - Students reinforce - To develop a
Feedback how to identify meta- the strategies to get metacognition
grammatical elements cognition meaning and identify process in order to
in a given text -Oral and the basic grammatical develop reading skills 10 min
- T asks Sts to file the written elements in a written
materials used in positive text
portfolios FeedBack
6
I) Look at the nomenclature and examples
A Action = I cut; I will drill
V Verb = To drill
Art Article = The mould, a die Pronouns
N Noun = Mould, die, collet, tool
It Eso
Adj Adjective = Injection mould
G Gerund = Drilling, producing It is injected at 300C
P Pronoun = It, you, they

They Ellos(as)
Prep Preposition = In, on, out

They make up a system of closed
C Conjunction = And, or cavities.
Articles
The = The die is out of the press.

a/an = An injection mould is ready. / A heavy die fell on my feet!
7
II) Vocabulary: Look at the chart below. With your partner, compare and
contrast the words in bold
Verbs/Actions Adjectives Nouns

Determine First Device
Develop Program Program
Define Absolute Movement
Write Lower-left Position
Start Start Corner
Work Work-holding Work
Enter Safe Location
Press Manual Procedure
Create Tool Directory
Change Change Changing
Open Block
Return Screen
8
III) Read the following text, identify and high-light the actions, then look for
cognates and with your partner try to understand the idea of each
paragraph.
Milling Machine Process Description
Before you start to write a program, determine the work-holding device and the location of
Part Zero (the point to which all movement is referenced). Since absolute positions are
defined from Part Zero, try to select a location that directly corresponds to dimensions
provided on the part print, such as the lower left corner of the work. Then, you can develop
a program using a procedure similar to the one that follows:
1. To enter the Program Directory from the Manual screen, press PROGRAM (F2).
Create a program name for the part.
2. Enter the Program Editor (Edit F8) to open the new program and start writing
blocks.
3. The first block of any program is usually a safe start position and tool change
position (a position away from the work where the axes can return for safe tool
changing).
9
IV) Read the text and answer the following questions
a. What kind of text is this?
1. A set of instructions 2. A process description
b. What is the text about?
1. Functions of a CNC milling machine.
2. Procedures in a CNC milling machining.
c. What is the purpose of the text?
1. To give instructions.
2. To describe parts of a machine.
3. To describe a machine.
4. To describe a difficult procedure.
d. From the text, spot the instructions and the supporting ideas.
V) Read again and complete the following Procedure Chart
Steps Procedures
1 Determine the work-holding device and the location of Part Zero.
10
VI) Match the elements from the following boxes to form coherent instructions
Verbs: Adjectives: Nouns:
Determine, select, Work-holding, circular, Program, device, location of

develop, enter, create, longitudinal, transversal, Part Zero, location,
open, use, return absolute, lower, left, similar, procedure, directory, editor,
program, safe axe, tool
Example:
1. Use a circular tool

2. ___________________________________________________________
3. ___________________________________________________________
4. ___________________________________________________________
5. ___________________________________________________________
6. ___________________________________________________________
7. ___________________________________________________________
8. ____________________________________________________________
11

Task
Pre-Reading - T presents the -Finding - To make Sts aware
objectives for the Common of what is the
lesson Goals objective of the
lesson.
- T presents the - Sts check imagery -To use direct

vocabulary to the -Link method associated with learning
topic related to the concepts related to strategies(memory
milling machine the milling machine. strategy), in order to
create mental 30 min
linkages of the
lexicon used for the
topic
- T models how to - Modelling - Sts look for - To get the correct
use the dictionary in different meanings meaning of a concept
order to get the for a concept and for specific needs
correct and pertinent identify the meaning
meaning of a concept for a specific need
While- - Sts identify -Decision - Sts get grammatical - To make Sts use
Reading grammatical making clues for meaning. different strategies to
elements, in order to Scanning/Prob - Sts solve a speed get meaning from a
get meaning from lem solving problem of the written text.
context milling machine. - To extract specific
- Sts read and follow info to solve a speed
written instructions problem of milling
- T monitors Sts -Monitoring machine.
progress 45 min
Post- - Sts check language -Data/driven - Sts use corpora to - To acquire

Reading working on learning associate lexical vocabulary and
collocations and -Monitoring elements and acquire comprehend language
word-partnership vocabulary associations by using
- T monitors Sts corpora
progress
Review/ - T and Sts comment -Promote - Sts, guided by the - To develop a
Feedback how they achieved metacognition T, analyse how they metacognition
solutions extract information process in order to
from the text and how develop reading skills 15 min
- T asks Sts to file the -Oral and they were able to
materials used in written solve the speed
portfolios positive problem presented on
FeedBack it.
12
I) Look at the following image and recognize the milling machine parts.
Comment with a partner.
PICTIONARY
13
II) Look up two different meanings for the following words. Comment with a
partner and choose the most appropriate definition.
Clutch 1 v. sujetar con fuerza, empuar
2 n. embrague, acoplamiento
Drop 1______________________________________________________
2______________________________________________________
Mesh 1______________________________________________________
2______________________________________________________
Side 1______________________________________________________
2______________________________________________________
Oil 1______________________________________________________
2______________________________________________________
III) Match the pictures and the names of the parts of the milling machine
a) Spindle pulley ____
1. 2.
b) Clutch ____
c) Mesh ____
3. 4.
d) Oil slot ____
14
IV) Read the following text and follow the instructions to change the speed of
the milling machine correctly
HIGH OR LOW SPEED SELECTION
HIGH SPEED move A to FRONT position. Keep B

at IN position. Move spindle pulley until clutch
drops into mesh. If pulley cant be moved,
clutch is in mesh. Now move B to OUT position.
LOW SPEED move A to SIDE position. Move B to

IN position, while moving spindle pulley.
V) Read the text again and complete the following sentences
1. A must be at _________ for high speed.
2. For high speed keep _______ at ______ position
3. ______ the _______ _______ to make clutch drop in mesh.
4. To finish the procedure for ____________, move ___ to ____ ________
VI) Read the text once again and provide full answers for the following
questions
1.- Which is the position for B at high speed?

A: _______________________________________________
2.- How often do you oil the slot of the milling machine?
A: _______________________________________________
3.- Is OUT position on the left or right of the operator?
A: _______________________________________________
15
VII) Match the elements from the following boxes to form coherent instructions
Verbs: Objects: Prepositions/Adverbs:
Move, keep, drop, Oil Table, spindle, A, spindle Upwards, downwards, weekly,
pulley, mesh, out position, in FRONT position, SIDE position,
position, side position, the slot IN position, left, right
Example:
1. Keep the table downwards
2. ___________________________________________________________
3. ___________________________________________________________
4. ___________________________________________________________
5. ___________________________________________________________
6. ___________________________________________________________
7. ___________________________________________________________
8. ___________________________________________________________
16
Stage Procedure Strategy Task / TBL Aims Time on

Task
- T presents the -Finding - To make Sts aware
lesson
- T models the -Modelling

procedure of
Pre-Reading changing the milling - 30 min
machine speed while
describing orally the
procedure to Sts. - M
o
d
- T ask Sts to change -Autonomous - Sts change the - T ask Sts to follow
the speed of the work milling machine the process to change
machine while they speed. the milling machine
describe the speed at the Tool &
procedure to follow. Die Making Shop.
While- 45 min
Reading - T monitors Sts - Monitoring
progress
- Sts explain how -Promote - Sts reflect the way - To develop a

they changed the metacognition they changed the metacognition
milling machine milling machine process in order to
Review/ speed following -Oral and speed by following a make Sts realize
Feedback written procedure written set of instructions in about the importance 15 min
descriptions. positive English in the Tool & of English as a
FeedBack Die Making Shop communicative tool.
17
18

Task
lesson
- T presents the - Sts check imagery - To use direct
Pre-Reading vocabulary to the associated with learning 30 min
lathe. the topic. strategy), in order to
create mental
linkages of the
lexicon used in the
topic
While- - Sts read a manual - Sacanning - Sts read a content - To establish an
Reading text, order - Ordering list and use it to efficient strategy to
mechanical extract information use machinery
procedures, in order efficiently. content lists.
to use a content list
correctly and extract
information from it
efficiently.
- T monitors Sts - Monitoring 45 min

progress

reading working on learning associate lexical vocabulary and
collocations and elements and acquire comprehend language
- T monitors Sts - Monitoring corpora
progress
used the content list metacognition they identified the metacognition
information in order correct order to make process in order to
to locate information a Morse taper develop reading skills
Review/ they needed
Feedback efficiently. 15 min
- T asks Sts to file the -Oral and
materials used in written
portfolios positive
FeedBack
19
I) Look at the following image. With a partner, compare and contrast both
the conventional and t the CNC milling machine.
PICTIONARY
20
II) Use the online dictionary and, commenting with a partner, find the most
appropriate definition for each word, accordingly to the context
Axis of motion _________________________________________
Move along ________________________________________
Tool motion ________________________________________
Keypad ________________________________________
Angle measurement ________________________________________
Positive movement ________________________________________
III) Match the following words and their definitions
a. Cutting tool ____ Electronic device that contains switches and

dials and meters for controlling other devices
b. Table
c. Control panel ___ A fluid that draws off heat by bathing a

mechanical part.
d. Coolant
___ Any cutting device with a sharp cutting edge
___ Any flat or level area
21
Section 1 Introduction
Description Location
Effectivity Notation....................................................................................................................1-1
Getting Started......................................................................................................................... 1-2
Programming Concept............................................................................................................. 1-3
Programs................................................................................................................................. 1-3
Axis Descriptions..................................................................................................................... 1-3
X Axis ......................................................................................................................... 1-3
Y Axis ......................................................................................................................... 1-4
Z Axis .......................................................................................................................... 1-4
Defining Positions ................................................................................................................... 1-4
Polar Coordinates........................................................................................................ 1-5
Absolute Positioning.................................................................................................... 1-5
Incremental Positioning .............................................................................................. 1-6
Angle Measurement ................................................................................................... 1-6
IV) Read the text and answer the following questions

1.- What is the text about?
A: ________________________________
2.- Which topic is related to Axis?
A: ___________________________________
3.- Whats the purpose of the text?
A: _________________________________________________________
22
Axis Descriptions
The machine moves along its axes of motion. All movements along an axis are either in a
positive or negative direction. Not all machines use the same system to identify axes. The
descriptions used in this manual are commonly used to identify 3-axis mills.
X Axis
Table movement along the X-axis is to the left and right. Positive motion is table movement
to the left; negative motion is table movement to the right
Y Axis
Table movement along the Y-axis is inward and outward. Positive motion is table
movement outward; negative motion is table movement inward.
Z Axis
Spindle movement along the Z-axis is upward and downward. Positive motion is tool
movement upward (away from the workpiece); negative motion is tool movement
downward (into the workpiece).
V) Read the text above and provide full answers for the following questions
1.- Where does the machine move?

A: ___________________________________________________
2.- How can be the movements along an axis?
A: ___________________________________________________
3.- How do you visualize the machine movements correctly?
A: ___________________________________________________
4.- How are positive and negative motions described on X axis?
A: ___________________________________________________
5.- How are positive and negative motions described on Y axis?
A: ___________________________________________________
6.- How are positive and negative motions described on Z axis?
A: ___________________________________________________
23
Verbs: Objects: Prepositions/Adverbs:
Move, keep, drop, Oil Table, spindle, A, spindle Upwards, downwards, weekly,
pulley, mesh, out position, in FRONT position, SIDE position,
position, side position, the slot IN position, left, right
Example:
2. ___________________________________________________________
3. ___________________________________________________________
4. ___________________________________________________________
5. ___________________________________________________________
6. ___________________________________________________________
7. ___________________________________________________________
8. ___________________________________________________________
24
Unit II: Industrial Production
You will develop the following

abilities:
In this unit you will use the following
READING text-types:
- To identify type and main and READING

supporting ideas of text
- Process description
- To infer meaning of words from
context and grammatical clues - Tool descriptions
- To extract general and specific - Functional description

information
- To express obligation and

possibility
You will learn the following language:
- Simple present tense
- Modal verbs can and must
- Words related to the injection mould and injection Machine
- The passive voice
- Correct use of pronouns it and they
25

Task
lesson
- T presents the -Link method - Sts check imagery -To use direct
vocabulary to the associated with lexis learning strategies 30 min
topic related to the related to the topic. (memory strategy),
injection process in order to create
mental linkages of
the lexicon used for
the topic
While- - Sts read, infer -Decision - Sts answer - To understand the

Reading meaning and extract making questions related to thermoplastic
information showing Scanning/extra the injection process. injection process.
comprehension of the ction of
injection process. information.
- T monitors Sts -Monitoring

progress
45 min
Reading working on modal learning associate lexical vocabulary and
verbs can and elements and acquire comprehend language
must vocabulary associations by using
corpora
- T monitors Sts -Monitoring
progress

Feedback how the metacognition T, analyse how they metacognition
thermoplastic extracted information process in order to
injection process -Oral and from the text and how develop reading skills
work. written they were able to
positive understand the 15 min
FeedBack injection process.
26
I) Check the injection process through images. Order and number the injection
process steps.
_____ _____
Plastic parts Injection Machine barrel and screw
______ _____
Injection machine hopper Injection Mould
_____ _____
Coloured pellets Molten thermoplastic
27
II) Match the 7 images and the corresponding verbs
____ To feed (past: fed)
____ To clamp
____ To push forward (past: pushed)
____ To fill (past: filled)
____ To heat and to cool
____ To melt
a. b. c.
d. e. f.
g.
28
What is thermoplastic injection molding?
Thermoplastic injection moulding is the most common way to manufacture plastic

parts. Thermoplastics are polymers that can be heated to soften or melt, and cooled to
solidify as a physical change.
The thermoplastic injection moulding process begins by adding pelletized material to a

hoper. In most cases, the material must be dried prior to moulding, and frequently
requires the addition of a colour concentrate before loading. The material is gravity fed
into a heated barrel and screw. Rotation of the screw results in shearing action on the
raw pellets causing them to melt. The screw rotation also pushes the molten plastic
forward in the barrel toward the mould. The material is then injected into the closed
mould at high pressure though a runner system to fill all the cavities. The mould is
clamped shut under enough force to keep the mould halves together while the molten
plastic is flowing.
When the mould cavities are filled, the part cools until rigid enough to be ejected. Part
cooling within the mould is accomplished through water drills into the mould. At the
completion of the cooling cycle, the mould opens and the part(s) are ejected for part
removal.
http://www.reblingplastics.com/processing-tpim.htm
29
III) Answer the following general questions
1. What type of text is this?
a. Machine description c. A process description
b. Mould description
2. What is the main idea of the text?

________________________________________________________________
3. Where is located the main idea?

________________________________________________________________
IV) Answer the following specific questions.
1. How are thermoplastics turned into products?

________________________________________________________________
________________________________________________________________
2. How does thermoplastic injection process start?

________________________________________________________________
________________________________________________________________
3. How is the thermoplastic coloured?

________________________________________________________________
________________________________________________________________
4. How are the pellets fed into the machine?

________________________________________________________________
________________________________________________________________
30
5. How do pellets get molten?
________________________________________________________________
________________________________________________________________
6. When should plastic parts be ejected from the mould?

________________________________________________________________
________________________________________________________________
7. How do parts get cooled inside the mould?

________________________________________________________________
________________________________________________________________
V) In the text, find the synonyms for the following words:
1. Produce: _________________________
2. Plastic part: _________________________
3. To start: _________________________
4. Granulated: _________________________
5. Before: _________________________
6. Charging: _________________________
7. Hot: _________________________
8. Outcome: _________________________
9. Canal: _________________________
10. Sufficient: _________________________
31
Subject: Modal Verbs Verbs (Passive Voice):

(Obligation/Ability):
The mold, the Be heated, be cooled, be dried,
operator, the Must, can be fed, be injected, be clamped
technician, he, she, shut, be filled, be ejected, be
thermoplastics, the accomplished
polymer, the material
Example:

2. ___________________________________________________________
3. ___________________________________________________________
4. ___________________________________________________________
5. ___________________________________________________________
6. ___________________________________________________________
7. ___________________________________________________________
8. ___________________________________________________________
9. ___________________________________________________________
32

Task
lesson
Pre-Reading - T describes orally -Modelling 30 min

the thermoplastic
injection process to -
Sts.
- M
o
d
- T ask Sts to explain -Autonomous - Sts describe the - T ask Sts to
the thermoplastic work thermoplastic understand and
injection process, injection process in explain the process of
using the injection English. thermoplastic
machine at the Tool injection at the Tool
While- & Die Making Shop. & Die Making Shop.
Reading 45 min
- T monitors Sts - Monitoring

progress

they understood the metacognition they understood the metacognition
injection process, injection preocess by process in order to
Review/ following written -Oral and following a set of make Sts realize
Feedback procedure written descriptions in about the importance 15 min
descriptions. positive English at the Tool & of English as a
FeedBack Die Making Shop communicative tool.
33
34

Task
lesson
- T presents the -Link method - Sts check imagery -To use direct
vocabulary to the associated with learning
injection mould. the topic. strategy), in order to
create mental 30 min
linkages of the
lexicon used for the
topic
- T ask Sts about the - Eliciting - To use previous - Sts. Recall previous
different systems knowledge for better knowledge about
present in an comprehension of the injection moulds
injection mould function of different commenting with
parts of the injection classmates and with
mould. the T.
While- - Sts read about -Decision - Sts get grammatical - To make Sts use
Reading different parts of the making clues for meaning. different strategies to
mould and their Scanning/Prob - Sts differentiate get meaning from a
functions. lem solving parts and functions of written text.
the injection mould - To extract specific
-Skimming / info about different
scanning parts, systems and
functions of the
- T monitors Sts -Monitoring injection mould.
progress 45 min

Reading working on learning associate lexical vocabulary and
collocations and -Monitoring elements and acquire comprehend language
- T monitors Sts corpora
progress
Feedback how the injection metacognition T, analyse how they metacognition
mould systems work extract information process in order to
from the text and how develop reading skills 15 min
- T asks Sts to file the -Oral and they were able to
materials used in written solve the speed
portfolios positive problem presented on
FeedBack it.
35
I) Look at the following image and recognize injection mould parts. Comment
with a partner.
36
Text I: General Description
The mould tool is the key component in the injection moulding of plastic:
1. It provides a passageway for molten plastic to travel from the injection cylinder (barrel) to
the mould cavity.
2. It allows the air which would be trapped inside when the mould closes to escape. If the air
could not escape (be vented) then the moulded component would contain voids (air bubbles)
and have a poor surface finish.
3. It cools the moulding until. The temperature of the mould is controlled because it is
important that the moulding cools at the correct rate to avoid distortion and stress. In most
systems water circulates through channels drilled through the mould similar to a car engine
cooling system.
4. By means of ejectors the finished moulding is pushed from the mould.
Text 2: Specific Description

1. Guide Pins fixed to one half of the mould and align the two halves by entering the holes in
the other half.
2. Runner passageways in the mould connecting the cavities to the sprue bush.
3. Gate Frequently the runner narrows as it enters the mould cavity. This is called a gate and
produces a weak point enabling the moulding to be easily broken or cut from the runner.
4. Sprue Bush Tapered hole in the centre of the mould into which the molten plastic is first
injected.
5. Locating Ring Positions the mould on the fixed platen so that the injection nozzle lines up
with the sprue bush.
6. Mould Cavity The space in the mould shaped to produce the finished component(s).
7. Ejector Pins These pins push the moulding and sprue/runner out of the mould.
8. The Shot Total amount of plastic injected into mould.
9. Sprue Material which sets in the sprue bush.
37
Fig. 1. Injection Mould Partition
II) Read the TEXT I and answer the following questions
1. What is the main idea of the text?
___________________________________________________________________
___________________________________________________________________
2. Where is it located?
___________________________________________________________________
3. Which statements support the main idea?
___________________________________________________________________
4. What if the air cannot be vented out of the mould?
___________________________________________________________________
___________________________________________________________________
38
5. What is the main function of the mould?
_________________________________________________________________________
_________________________________________________________________________
6. What does it cool the mould for?
_________________________________________________________________________
_________________________________________________________________________
III) Take a look at figure 1, comment with your partner and try to identify every
single part that is numbered. Than answer the following questions.
1. Where are the guide pins located?
_________________________________________________________________________
2. What is the runners function?
_________________________________________________________________________
3. Where is the sprue bush located?
_________________________________________________________________________
4. What is the shot?
_________________________________________________________________________
5. What is the locating ring used for?
_________________________________________________________________________
39
VII) Match the elements from the following boxes to form coherent instructions
Pronouns: Verbs:
It, they Provide, allow, cool,

connect, produce, enable, ?
position, line up, push
Example:
1. It provides a passageway to molten plastic

2. ___________________________________________________________
3. ___________________________________________________________
4. ___________________________________________________________
5. ___________________________________________________________
6. ___________________________________________________________
7. ___________________________________________________________
8. ____________________________________________________________
9. ____________________________________________________________
40

Task
lesson
Pre-Reading - T describes orally -Modelling 30 min

the most important
parts of an injection -
mould to Sts.
- M
o
d
- T ask Sts to identify -Autonomous - Sts describe the - T ask Sts to identify
and describe the work injection mould, its and explain the
different parts and parts and systems in systems present in an
systems present in the English. injection mould at the
injection mould at the Tool & Die Making
While- Tool & Die Making Shop.
Reading Shop. 45 min

progress

they identified the metacognition they understood the metacognition
different systems different systems process in order to
Review/ present in an -Oral and present in the make Sts realize
Feedback injection mould, written injection mould by about the importance 15 min
following written positive following a set of of English as a
descriptions in FeedBack descriptions in communicative tool.
English English at the Tool &
Die Making Shop
41
42

Task
lesson
- T presents the - Sts check imagery - To use direct

vocabulary to the associated with learning 30 min
lathe. the topic. strategy), in order to
create mental
linkages of the
lexicon used in the
topic
While- - Sts read a - Sacanning - Sts recognize - Sts get aware about
Reading descriptive text about - Skimming different mechanical blanking dies and
a blanking die and elements from a their different parts
their parts. blanking die through
a descriptive text. - To determine the
- T monitors Sts - Monitoring functions of the
progress different components
of a blanking die.
45 min
reading working simple learning associate lexical vocabulary and
present tense and elements and acquire comprehend language
passive voice. vocabulary associations by using
corpora
progress
Review/ - Sts explain how and -Promote - Sts reflect the way - To develop a
Feedback why they order the metacognition they identified the metacognition
manufacturing steps correct order to make process in order to
- T asks Sts to file the -Oral and a Morse taper develop reading skills
materials used in written 15 min
portfolios positive
FeedBack
43
I) Look at the following image and recognize pressing die parts. Comment with a
partner about the different parts and their possible functions.
http://www.misumi-techcentral.com/tt/en/press/images/032.gif
44
II) Read the following descriptions of the most common parts of a blanking die.
The main components for die tool sets are:
Die block - This is the main part that all the other parts are attached to.
Punch plate - This part holds and supports the different punches in place.
Blank punch - This part along with the blank die produces the blanked part.
Pierce punch - This part along with the pierce die removes parts from the blanked
finished part.
Stripper plate - This is used to hold the material down on the blank/pierce die and
strip the material off the punches.
Pilot - This will help to place the sheet accurately for the next stage of operation.
Guide, back gauge, or finger stop - These parts are all used to make sure that the
material being worked on always goes in the same position, within the die, as the
last one.
Setting (stop) block - This part is used to control the depth that the punch goes into
the die.
Shank - used to hold in the presses. it should be aligned and situated at the center of
gravity of the plate.
III) Write down a synonym for the following parts
1. Die block: ____________________________
2. Punch plate: ____________________________
3. Stripper plate: ____________________________
4. Metal strip: ____________________________
5. Parent material: ____________________________
45
Blanking is a metal fabricating process, during which a metal workpiece is removed
from the primary metal strip or sheet when it is punched. The material that is removed is
the new metal workpiece or blank.
Characteristics of the blanking process include:
Its ability to produce economical metal workpieces in both strip and sheet metal
during medium or high production processes,
The removal of the workpiece from the primary metal stock as a punch enters a die,
The production of a burnished and sheared section on the cut edge,
The production of burred edges,
The control of the quality by the punch and die clearance,
The ability to produce holes of varying shapes quickly.
The blanking process forces a metal punch into a die that shears the part from the larger
primary metal strip or sheet. A die cut edge normally has four attributes. These include:
burnish
burr
fracture
roll-over
Like many other metal fabricating processes, especially stamping, the waste can be
minimized if the tools are designed to nest parts as closely together as possible.
The illustration that follows shows the workpieces that could be created through the
blanking process using either sheet or roll as the parent material.
The most common materials used for blanking include aluminum, brass, bronze, mild steel,
and stainless steel. Due to its softness, aluminium is an excellent material to be used.
http://www.advantagefabricatedmetals.com/blanking-process.html
46
IV) Read the text and stablish if the following statements are true (T) or false (F).
Justify false.
1. Blank is equal to a workpiece. ____
_______________________________________________________________
2. Blanking is recommended for low to medium range production. ____
_______________________________________________________________
3. The workpiece is not ejected through the die. ____
_______________________________________________________________
4. Burnished and sheared samples are effects of blanking. ____
_______________________________________________________________
5. Burred edge is a positives effect on the workpiece. ____
_______________________________________________________________
V) Read the text again and fill the Blanking Chart
Positive Aspects Negative Aspects
Blanking
47
VI) Read the text an answer the following questions (full answers)
1. How many steps are necessary to accomplish a blanking process?
___________________________________________________________________
2. Which materials are commonly used in blanking processes?
___________________________________________________________________
3. Why should the tool nest the parts on the material as closely as possible?
___________________________________________________________________
4. How is the workpiece described?
___________________________________________________________________
48
VII) Match the elements from the following boxes to form coherent passive voice
descriptions.
Subject: Action (to be): Participle:
? ? ?
Example:
1. The metal workpiece is removed

2. ___________________________________________________________
3. ___________________________________________________________
4. ___________________________________________________________
5. ___________________________________________________________
6. ___________________________________________________________
7. ___________________________________________________________
8. ___________________________________________________________
49
Unit III: Initial Set Up
In this unit you will use

the following text-types:
READING
- Sets of instructions
- Functional description
You will learn the

You will develop the following abilities: following language:
READING - Conditional if
- To identify type and purpose of text - Passive Voice
- To infer meaning of words from context and - Adverbs like Before

grammatical clues
and After
- To follow written instructions to set up your first
drawing - Measurement units
- Ordinal connectors
50

Task
lesson
- T presents the -Autonomous - Sts individually - To use direct

vocabulary to the work check technical and learning
topic related to the semi-technical strategies(memory 30 min
lathe. lexicum associated strategy), in order to
with words related to create mental
the AutoCad initial linkages of the
set-up. lexicon used in the
topic
While- - Sts read an AutoCad - Skimming - Sts follow a - To get meaning
Reading manual text to follow - Sacanning procedure to set up using grammatical
instructions in order - Extraction of the initial parameters clues from a written
to configure initial general and to start an AutoCAD text.
procedures specific drawing.
information - Sts use corpora to - To determine the
associate lexical correct order of steps
elements and acquire to start an AutoCAD
- T monitors Sts - Monitoring vocabulary drawing 45 min
progress
Post- - Sts check language -Data/driven - To acquire

reading working on learning vocabulary and
collocations and comprehend language
word-partnership associations by using
- T monitors Sts - Monitoring corpora.
progress
Review/ - Sts explain how -Promote - Sts reflect the way - To develop a
Feedback they get ready to start metacognition they understood the metacognition
an AutoCAD correct procedure to process in order to
drawing. prepare for initial set develop reading skills
-Oral and up. 15 min
written
positive
FeedBack
51
I) Look at the words from the box, check a dictionary, and choose one word for every
definition. Then compare with your classmate and comment.
Custom drawing template, default drawing template, millimeter,

technical drawing, to save, inch, to store, default settings, feet,
customized
1. ________________________: Also known as drafting or draughting, is the act
and discipline of composing drawings that visually communicate how something
functions or is to be constructed.
52
2. __________________: A value that a program or operating system assumes, or
course of action that a program or operating system will take, when the user or
programmer specifies no overriding value or action.
3. __________________: Made especially for individual customers needs or
preferences.
4. __________________________: It is a default drawing setup that you can use as
a base to start a new drawing. Your drawing template can include borders, title
blocks, and annotations on drawing sheets such as custom symbols, notes, revision
tables, and view definitions.
5.__________________: To copy data into memory or onto a storage device, such
as a hard disk.
6. ___________________: To modify a base drawing according to a costumers
individual requirements.
7. ___________________: One thousandth of a metre. Symbol: mm
8. ___________________: A unit of length in the US Customary and British
Imperial systems, equal to a 1/12 of a foot (2,54 cm).
9. ___________________: A unit of length, originally derived from the length of
the human foot. It is divided into 12 inches and equal to 30,48 centimetres.
10. __________________: To keep safe, intact, or unhurt; safeguard; preserve.
53
Start a Drawing
All drawings start from either a default drawing template file or a custom drawing template file
that you create. Drawing template files store default settings, styles, and additional data.
Overview of Starting a New Drawing

Before you start to draw, you need to decide what system of drawing units that you will use in
the drawing, and then choose a drawing template file appropriate for those drawing units.
Choose Drawing Units

A drawing unit can equal one inch, one millimeter, or any other system of measurement. For
more information about drawing units, see Determine the Units of Measurement.
Choose a Drawing Template File

When you start a new drawing, AutoCAD accesses a drawing template file to determine many
default settings such as unit precision, dimension styles, layer names, a title block, and other settings.
Many of the settings are based on whether the drawing template file is intended for use with a drawing
created in inches, feet, millimeters, centimeters, or other unit of measurement.
Customize a Drawing Template File

By customizing your own drawing template file, you save yourself a lot of work changing
settings, and you also ensure that the settings are standardized.
You can create several drawing template files for different projects, and you can choose one when you
click New.
54
II) Read the text and answer the following questions
1. Where can a drawing start from?
___________________________________________________________________
___________________________________________________________________
2. What are drawing template files for?
___________________________________________________________________
3. What do you need to start drawing?
___________________________________________________________________
___________________________________________________________________
4. What is a drawing unit referred to?
___________________________________________________________________
5. What do you customize the template files for?
___________________________________________________________________
___________________________________________________________________
III) Read the text again and stablish if the following sentences are true (T) or false (F).
Justify false.
1. You can start drawing before setting drawing units. ______

___________________________________________________________________
2. You can choose a drawing template file after starting a drawing. ______
___________________________________________________________________
3. Drawings start from drawing template files only. _______
___________________________________________________________________
55
V) Match the elements from the following boxes to connect sentences.
Adverbs/Connectors: Sentence I: Sentence II:
Before, after, then, You start a drawing, you You have to setup the
later, first, second, have to set the drawing measurement units, you begin
third, fourth units, customize your to work, you save yourself a
template file lot of work
Example:
1. First you customize a template file, and then you save a lot of work
2. ____________________________________________________________________
3. ___________________________________________________________________
4. ____________________________________________________________________
5. ____________________________________________________________________
6. ____________________________________________________________________
7. ____________________________________________________________________
8. ____________________________________________________________________
56

Task
Pre-Reading - T presents the -Finding - Sts individually - To make Sts aware
objectives for the Common check technical and of what is the
lesson Goals semi-technical objective of the
lexicum associated lesson
with words related to
- T presents the -Autonomous the AutoCad initial - To use direct 30 min
vocabulary to the work set-up, specifically on learning
topic related to the drawing system units. strategies(memory
lathe. strategy), in order to
create mental
linkages of the
lexicon used in the
topic
procedures specific drawing. - To determine the
information correct order of steps
to establish drawing
- T monitors Sts - Monitoring units.
progress 45 min

progress
Review/ - Sts explain how -Promote - Sts reflect the way - To develop a
Feedback they set up the metacognition they identified the metacognition
drawing units correct order to make process in order to
a Morse taper develop reading skills
- T asks Sts to file the -Oral and 15 min

materials used in written
portfolios positive
FeedBack
57
I) Look at the words from the box and choose one for every definition. Then compare
with your classmate and comment.
Precision, switch, conventions, to convert, to measure, size,

building, to scale, to draw, Format
58
1.__________________: To ascertain the extent, dimensions, quantity, etc.,
especially by comparison with a standard.
2. __________________: A relative permanent enclosed construction over a plot of
land, having a roof and usually windows and often more than one level.
3. __________________: Mechanical or scientific exactness.
4. __________________: The organization, plan, style, or type of something.
5. __________________: To change direction or state; turn, shift, or change.
6. ___________________: The spatial dimensions, proportions, magnitude, or bulk
of anything.
7. ___________________: To pattern, make, regulate, set, or estimate according to
some rate or standard.
8. ___________________: An international agreement, especially on dealing with a
specific matter, as a measurement unit.
9. ___________________: To change something into a different form or properties;
transmute; transform.
10. __________________: To compose or create a picture in lines, circles an others.
59
Choose Drawing Units
A drawing unit can equal one inch, one millimeter, or any other system of measurement.
For more information about drawing units, see Determine the Units of Measurement.
Specify Units and Unit Formats

Before you start to draw, you decide on the units of measurement to be used in the
drawing, and set the format, precision, and other conventions to be used in coordinates and
distances.
Determine the Units of Measurement

Before you start to draw, you must decide what one drawing unit represents based on what
you plan to draw. You can convert a drawing between systems of measurement by scaling it.
Every object you create is measured in drawing units. Before you start to draw, you must
decide what one drawing unit will represent based on what you plan to draw. Then you create your
drawing at actual size with that convention. For example, a drawing might represent two buildings
that are each 125 feet long, or a section of a mechanical part that is measured in millimeters.
Convert Drawing Units

If you start a drawing in one system of measurement (imperial or metric) and then want to
switch to the other system, use SCALE to scale the model geometry by the appropriate conversion
factor to obtain correct distances and dimensions. For example, to convert a drawing created in
inches to centimeters, you scale the model geometry by a factor of 2.54. To convert from
centimeters to inches, the scale factor is 1/2.54 or about 0.3937.
60
III) Read the text and answer the following questions
1. Which parameters must you set up when choosing a drawing unit?
___________________________________________________________________
2. Which command must you use to change the unit system for a drawing?
____________________________________________________________
3. Which numeric factor must you use to change from inches to metric format?
____________________________________________________________
IV) Complete the following sentences
1. ________ you decided what drawing _______ to use in you layout, you
______ start to _______ .
2. It is _____________ in drawing units.
3. _______ you start to draw, you _______ decide which drawing _____ to use.
4. They ________ represent two buildings that are ________ 125 _______
_________ .
5. They ________ represent a section of a _______________ part that is
____________ in ______________ .
6. ____ you want to change the _____________ system, then use command
____________ .
61
V) Match the elements from the following boxes to form conditional sentences.
Conditional: Sentence I: Sentence II:
You use a measurement You can change it to another,

If unit, you start to work, you you can decide the drawing
start drawing using unit to use, you can change it
millimetres to inches
Example:
1. If you customize a template file, you save a lot of work
2. ____________________________________________________________________
3. ___________________________________________________________________
4. ____________________________________________________________________
5. ____________________________________________________________________
6. ____________________________________________________________________
7. ___________________________________________________________________
62
Teacher: Roberto Robles Class: Tool-And-Die Making Unit: 3 Lesson

Task
lesson
- T presents the -Autonomous - Sts individually - To use direct

vocabulary to the work check technical and learning
topic related to the semi-technical strategies(memory 30 min
lathe. lexicum associated strategy), in order to
with words related to create mental
the AutoCad initial linkages of the
set-up, specifically on lexicon used in the
how to open and topic
saving drawings.

procedures specific drawing.
- T monitors Sts information
progress - To determine the
- Monitoring correct procedure to
open and save
AutoCAD drawings 45 min
on the computer.

progress
Review/ - Sts explain how and -Promote - Sts reflect the way - To develop a
Feedback why they order the metacognition they identified the metacognition
manufacturing steps correct order to make process in order to
- T asks Sts to file the -Oral and a Morse taper develop reading skills
materials used in written 15 min
portfolios positive
FeedBack
63
I) Look at the words from the box and choose one for every definition. Then compare
with your classmate and comment.
To find, to backup, to display, current, to drag, to drop, to locate,

to setup, to lose, later
64
1. __________________: To show or exhibit; make visible.
2. __________________: To make a copy or duplicate version, especially of a file,
program, or entire computer system, retained for use in the event that the original is
unusable in the future.
3. __________________: To locate, attain, or obtain by search or effort
4. __________________: To pull a graphical image from one place to another on a
computer display screen, especially by using a mouse.
5. __________________: New; present; most recent
6. __________________: To identify or discover the place or location of.
7. __________________: To give a configuration, form, or design to.
8. __________________: To let something fall vertically; have an abrupt descent.
9. __________________: Occurring, coming, or being after the usual or proper
time.
10. _________________: To come to be without something in ones possession or
care, through accident, theft, etc., so that there is little or no prospect of recover.
65
You can use several methods to find and open drawings, even damaged drawings. You can
save and backup drawings automatically.
Open a Drawing
You open drawings to work on them just as you do with other applications. In addition, you
can choose from several alternative methods.
To open a drawing, you can

Use Open on the File menu to display the Select File dialog box. If the FILEDIA system
variable is set to 0, the Command prompt version displays instead of a file navigation dialog box.
Double-click a drawing in Finder to launch AutoCAD and open the drawing. If the program is
already running, the drawing opens in the current session.
Drag a drawing from Finder onto the AutoCAD icon in the Dock. If you drop a drawing
anywhere outside the drawing areafor example, the command line or the blank space next to the
toolbars the drawing is opened. However, if you drag a single drawing into the drawing area of
an open drawing, the new drawing is not opened but inserted as a block reference.
Use the Project Manager to locate and open the drawings in a project data (DST) file.
Save a Drawing
You save drawing files for later use just as you do with other applications. You can also set
up automatic saving and backup files and save only selected objects. When you work on a drawing,
you should save it frequently. Saving protects you from losing work in the event of a power failure
or other unexpected event. If you want to create a new version of a drawing without affecting the
original drawing, you can save it under another name. The file extension for drawing files is .dwg,
and unless you change the default file format in which drawings are saved, drawings are saved in
the latest drawing file format. This format is optimized for file compression and for use on a
network.
66
II) Read the text and answer the following general questions
1. What is this text about?
___________________________________________________________________
2. Who is this text addressed to?
___________________________________________________________________
3. What is the main idea of the text and where is it located?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
III) Scan the text again and answer the following specific questions
1. How can you open the FILE MENU?
___________________________________________________________________
2. Why is the command Prompt displayed when opening as file?
___________________________________________________________________
3. What is command FINDER used for?
___________________________________________________________________
4. What is the Project Manager used for?
___________________________________________________________________
5. What do you save drawings for?
___________________________________________________________________
67
6. What should you do when working on a drawing?
___________________________________________________________________
7. Why is saving so important?
___________________________________________________________________
___________________________________________________________________
8. What can you do if you want to save a different version of the same drawing?
___________________________________________________________________
9. Whats the drawing file extension name?
___________________________________
10. What is the advantage of saving files with .dwg extension?
___________________________________________________________________
___________________________________________________________________
IV) Match the elements from the following boxes to form passive voice sentences
Subject: Action (to be): Participle:
Is, are, is not, are not, Set to 0, open, inserted,

,
The system the drawings,
saved, optimized, used in
the new drawing, Was, were, wasnt,
coordinates, measured,
conventions, objects werent created
68
Example:
1. The new drawings are not optimized
2. ____________________________________________________________________
3. ___________________________________________________________________
4. ____________________________________________________________________
5. ____________________________________________________________________
6. ____________________________________________________________________
7. ____________________________________________________________________
8. ____________________________________________________________________
9. ____________________________________________________________________
10. ___________________________________________________________________
69
Good luck, students!
See you next semester

70

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Sede Via del Mar, Jos Miguel Carrera

Tool & Die Making 2

- Roberto Robles, Profesor de Ingls y Tcnico en Matricera para Plsticos y Metales

- Mara Begoa Aguilar, Profesora de Ingls

- Vanessa Fernndez, Profesora de Ingls

- Centro Integrado de Aprendizaje en Ciencias Bsicas e Ingls

- Proyecto MECESUP FSM1304

Este texto ha sido diseado y elaborado especialmente para ustedes, y es el resultado de

Las diferentes unidades incorporan temticas pertinentes a su especialidad, Matricera,

Mara Begoa Aguilar

Unit I The Milling Machine 5

Lesson 1 Process Description 7

Lesson 2 High or Low Speed? 13

Lesson 3 Visit The Tool & Die Making Shop 18

Lesson 4 Axis X, Y, and Z 20

Unit II Industrial Production 25

Lesson 1 Injection Process Description 27

Lesson 2 Visit The Tool & Die Making Shop 34

Lesson 3 The Injection Mould 36

Lesson 4 Visit The Tool & Die Making Shop 42

Lesson 5 The Pressing Die 44

Unit III AutoCAD Initial Set Up 50

Lesson 1 Starting a Drawing 52

Lesson 2 Drawing Units 58

Lesson 3 Open and Save Drawings 64

In this unit you will use

You will develop the following

- To identify type and purpose of text

- To infer meaning of words from context

- To decide which definition from a - Simple present tense

- Words related to the

Stage Procedure Strategy Task Aims Time on

- T presents the - Modelling -Sts recognize - To identify basic 40 min

Post- - Sts check language -Data/driven - Sts use grammatical - To comprehend

A Action = I cut; I will drill

Art Article = The mould, a die Pronouns

N Noun = Mould, die, collet, tool

G Gerund = Drilling, producing It is injected at 300C

P Pronoun = It, you, they

Prep Preposition = In, on, out

The = The die is out of the press.

Verbs/Actions Adjectives Nouns

Milling Machine Process Description

a program using a procedure similar to the one that follows:

Create a program name for the part.

a. What kind of text is this?

1. A set of instructions 2. A process description

b. What is the text about?

1. Functions of a CNC milling machine.

2. Procedures in a CNC milling machining.

c. What is the purpose of the text?

V) Read again and complete the following Procedure Chart

1 Determine the work-holding device and the location of Part Zero.

Verbs: Adjectives: Nouns:

Determine, select, Work-holding, circular, Program, device, location of

1. Use a circular tool

Stage Procedure Strategy Task Aims Time on

- T presents the - Sts check imagery -To use direct

Post- - Sts check language -Data/driven - Sts use corpora to - To acquire

Clutch 1 v. sujetar con fuerza, empuar

a) Spindle pulley ____

d) Oil slot ____

HIGH OR LOW SPEED SELECTION

HIGH SPEED move A to FRONT position. Keep B

2. For high speed keep _ at position

3. __ the _ _____ to make clutch drop in mesh.

4. To finish the procedure for __________, move _ to ____