Machine Tools

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Although modern manufacturing is dependent on powered machinery, there are still some jobs that can 
only be done by hand. Even in the most modern and well-equipped factory or workshop, you will find a 
wide range of tools that require the skill, knowledge and muscles of the person using them. 
Vocabulary 
1 Look at the words in the box below. 
clean 
head 
Ja\VS 
edge 
tighten 
s.b.arpen 
calibrate teeth oil blade 
handle bjt put cover 
. 
• 
a Put these words into t,vo groups, nouns and verbs (some ,vords may go in both groups). 
nouns verbs 
b Which ,vords go ,vith the tools in these pictures? 
VI 
c Look at Language Box 1. Make imperative sentences using the verbs and tools 
from this exercise. 
Take-off Unit 2 Lesson 1: Hand tools vs power tools 
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2 Hand tools are used for a variety of purposes. Check the meaning of these verbs with 
a partner or in your dictionary. Can you think of others? 
measuxing gripping bending cutting pounding punching screwing threading 
3 Match each of the verbs with at least one of the tools in Vocabulary Exercise 1. 
4 Cheek that you know the pronunciation of all of the vocabulary in Exercises 1 to 3. 
S,peaking 
There are three golden rules for using hand tools. 
1 Use them for their correct purpose. 
2 Make sure they are in good condition. 
3 Keep them in t heir proper place. 
1 Look at Language Box 2. In pairs, discuss the 
three rules by answering these questions. 
a What _is the correct p urpose of each tool in the pictures? 
b Ho,v do you keep them in good condition? 
c Where s11ould they be kept? 
2 Look at the description in the table below. Guess what type of tool is being described. 
components 
size 
uses 
used by 
power 
safety 
handle, fra.rne and removable blade 
small (junior variety) to large (similar to band sa\\,) 
used for cutting a variety of metals 
engineers, plumbers, etc. 
hand or mechanical tool 
sharp blade, ,nay fracture 
3 Work with a partner. Choose two more tools and complete the tables. 
components 
size 
uses 
used by 
power 
safety 
c::>workbook page 17 
nts compone 
size 
uses 
used by 
power 
safety 
Take-off Unit 2 Lesson 1: Hand tools vs power tools 
Speaking 
1 What sort of machine tools are you familiar with? Make a list and compare it with a 
partner. 
2 The machines below are computer numerical control (CNC) machine tools. In pairs, 
discuss the following questions. 
a What do you think computer numerical control means? 
b Have you ever seen or used CN·C tools? 
c What advantages do they have over band-operat ed machines? 
milling machine drilling imachine 
Vocabulary 
Look at the following words in the introduction to a description of CNC tools. The word 
production occurs as mass-production and speed of production, two very common 
combinations. In what combinations do the other three words occur? 
production Qlnes 2 and 10) equipment Qlne 8) machines (lfne 6) main (lines 7 and 9) 
CNC n1a,chine tools 
!\/[ass-production of large a'ircraft, both 
commercial a nd m ilitary, ,vouJd be impossible 
,vithout tbe u.s.e of co111puter numerical 
5 control (CNC) machine tools. Although ha.nd-
opera.ted machines and tools are still used, 
most of the main parts of the airframe are 
no,v produced by computerised equipment. 
There are three main reasons for this: speed 
110 o.f production, accuracy and repeatability. 
Take-off Unit 2 Lesson 3: CNC machine tools 
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Reading and speaking 
1 Cirele these numbers or quantities in the text below: 5, 3, 70, 1,000. 
2 Look again. What do they refer to? 
3 Read the text again more carefully and transfer the information it gives into the table. 
ICY 
FAM 
drilling 
machine 
basic function problem in the past advantage of this 
system 
In tne past, parts ,vere often tailored specia1ly to fit one pa rticular aircraft and could 
not be fitted to another of the same design. This was because the toJerances and 
margins of error were too wide. 
Nov;adays, however, manufacturers try to make parts interchangeable by using ICY 
s (an industry abbreviation for interchangeability). At the Eurofighter con1ponent 
factory in SamJesbury, some a ircraft parts are machined to tolerances as fine as 70 
microns. The. to[erance is the difference bet,veen the maxirnum and minimum 
acceptable dimension: the upper at1d lo\.\rer litnits. Making components to dlis very 
fine tolerance means that if there is a hold-up wi th one plane, a part can be fitted to 
10 another one ,~ithout inodification. I n this ,vay, th e production process is kept moving. 
One of the key types of maclline at this factory is the iive-axis milling machine (FAM). 
Milling machines are used for forming surfaces and are extremely versatile. By the use 
of different coniigw;ations and different-shaped cutters, a ,vide variety of shapes and 
surfaces can be machined. Before this, standard milling machines ,vere designed to 
1s work on only three axes, ,vhicb l imits the amount of cutting that can be done at any 
one time ,vithout ch,anging the position of the workpiece. The FAM machine can 
operate along five separate axes and is able to produce highly complex curved shapes 
and surfaces in a short time. 
Another type of CNC machine being used at the Samlesbury factory is a drilling 
20 .machine. T raditionally, holes were drilled in aircraft skins by hand. H olvever, there is 
now a computer-controlled drill t hat can automaticall.y tnake a thousand holes in tile 
iront fuselage of the Eurofighter. This speeds up production and produces much_ more 
accurate load-bearing p anels. Some modern CNC dril1s have multiple spindles, \vhicb 
enable several drilling operations to be carried out on a ,vorkpiece simultaneously. 
4 Work in groups and give a short talk about one of the machine tools in the table. 
c::>workbook pages 19/20 
Take-off Unit 2 Lesson 3: CNC machine tools 
Speaking 
Look at these two drills and talk about the differences between them: 
talk about what they are made of, how they work and what they are 
used for. What is the reason for the different shapes and weights? 
gearbox 
handle 
/ 
A Pneumatic dentists' drill B Pillar or column drill 
Listening 
1 Discuss the following notes about the drills with a partner. Which of them do you think 
are about A, which are about B and which are about both? Tick (✓} the columns. 
A B 
a drill bit on more than one axis 
b plastic hand le 
c power transmitted by gears 
ement d base helps prevent mov 
e pillar supports \'Vorkta ble 
f air-po,vered 
g unsuitable for teeth 
h bit can be accurately p 0s1tioned 
i position of bit control! ed by handwheel 
2 g Listen and check your answers 1:o Exercise 1. 
3 Try to expand the words and phrases in the table to make full sentences. 
4 g Listen and compare your ideas with the sentences on the recording. 
5 Look at the Skills Box opposite. In the tapescript, mark stressed words on the 
sentences from Exercise 4. 
Take-off Unit 2 Lesson 4: Two different drills 
Both 
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Vocabulary 
1 Mateh these words with the correct definition: 
adjust (v}; align (v); spanner (n); workpiece (n); 
turning tool (n). 
a 
b 
C 
d 
e 
______ : to arrange in a Line or certain 
direction 
______ : a piece of metaJ that is to be 
macliined 
______ : a tool for shaping ,vood or metal 
______ : to change to st1it nevv conditions 
______ : a tool for gripping and twisting 
objects 
2 In pairs, write an example sentence for each word. 
Language 
1 o-rilling machines can be extremely dangerous if they are not used correctly. Look at 
this list of safety rules. Mateh each sentence beginning on the left to an ending on the 
right. so that they make sense. 
a 
b 
C 
d 
e 
f 
g 
h 
Don't adjust the machine 
Never clean up 
Allloose cloth1ng shouJd be kept 
Make sure that cutting tools a,re 
correctly aligned 
Retnove all chuck keys and spanners 
Always ,vear eye protection 
Never put tools or equipment 
---
Slo\>\1 do,,.,n the feed as the drill breaks 
thro-ugh the work 
away from turning tools. 
before operating the 1nachine. 
on the drilling table. 
while operating a drilling machine. 
while the machi ne is operating. 
to avoid damaged tools. and 
workpieces. 
with your hands. Use a brush. 
before starting the machine. 
2 Write similar rules for using a machine tool that you are familiar with. 
~Workbook pages 20/21 
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Take-off Unit 2 Lesson 4: Two different drills .. 
Speaking 
1 How have the following discoveries and inventions made life easier? Discuss your 
ideas with a partner. 
irrigation penici llin the internal combustion engine 
the gyroscope writi ng the microprocessor 
2 What other discoveries and inventions have helped to improve people's lives? 
Reading and vocabulary 
1 What technology is shown in all four pictures below? Check your ideas with a partner. 
2 Read the following paragraph quickly to see if you were right. 
Ho'"' long bas man been turning ,vood? Almost certainly longer than we bave 
evidence for! What did the first lathe look like? We are not sure, but \1/e can come to a 
reasonable conclusion, bearing in mind the materials and technology available. Th.ere 
are just a fev,r early illustrations that give us some insight, plus tbe continu.ing use of 
simple technology in many parts of the world . 
3 Can you name some modern products that are 'turned' during the production 
process? 
4 Now read the rest of the text on the opposite page. Label the pictures in Exercise 1 
with the bold words from the text. 
Take-off Unit 2 Lesson 5: The history of the lathe 
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One thing is certain: all early lathes would have been of the 
reciprocal variety; that is to say, the material to be turned 
w-ould bave been supported bet,.,,een two centres and spun 
backwards and forwards in some ,vay, with a stra_p, ·a bow or 
5 a pole. Many people ,v1II be familiar with this concept via the 
'pole lathe', as it is still used today by certain trad itional chair 
makers) both amateur and professionat. 
It is :a dnnving, or rather a simple sketch, by the Italian genius 
Leonardo da Vjnci, c.1480, that affords us our first glin1pse of 
10 what an early treadJe ,vheel lathe looked Like. The main elements required for foot-
propelled continuous rotation are clearly shown for the first time; the fl}"vheel, crank 
and treadle. It was the crank, in conjunction ,vith the flywheel~ that provided a huge 
technological advance (this is still used in our modern internal combustion engines). The 
crank, linked to a treadle, provJded constant rotation, while the momentum of the l.arge 
15 _fly,vheel ensured the crank ,vas carried over its 'dead spot'. 
Whether da Vinci actually designed this treadle Jathe or ,vhetber he just sketched what was 
already in existence ,vill always be a matter of debate, but there is no doubt that without 
it there would not have been - could not bave been - an Industrial Revolution! This lathe 
is the first machine tool, the father of all others, which went on to produce increasingly 
20 complex machines, leading to fhe Industrial. Age of the 19th and 20th centuries. 
Language 
1 Look again at the text in ihe previous section. Complete the chart with words from the box. 
reciprocal materiru treadle ,vheel fly,vheel crank 
1note complex bo,v pole "Strap rotation treadle. 
a Early lathes: 
_____ variety: 
worked by spinning 
_____ between 
two centres and used; 
i 
ii 
iii 5fr4(" 
• 
b The ____ _ 
lathe: 
worked by foot-propelled 
continuous ____ _ 
and included: 
-f re.a..dl e. 
ii 
iii -------
c ______ _ 
machines: 
partly responsible for the 
• 
:2 With a partner, use the following expressions to describe the operation of a lathe to a 
person Who is not familiar with it. 
It consists of 
This in turn 
It is powered by Xis connected to Y, which 
the A turns/moves/drives the B 
• • • • • •• 
~Workbook pages 21/22 
Take-off Unit 2 Lesson 5: The history of the lathe -
Reading and speaking 
1 Look at the screws and bolts in the pictures. With a partner, discuss whether the 
following statements are true (T) or false (F). 
a __ Screws are nearly ahvays made from steel. 
b __ Scre,v heads come in many shapes and sizes. 
c __ All screws need to be turned clock,vise ,vhen they are tightened. 
d __ Tb.e dirnensions of most scre\vs and bolts are standardised. 
e __ Th.e same system of standardisation is used a ll over the \vorld. 
2 Read the passage and check your answers. 
Scre,vs and bolts are made 1n a ,vide range of materials,, including brass, bronze, 
almninium and titan ium as vvell as steel. Ther consist of a shaft with a thread and a 
head that may come in a variety of shapes, including round, flat, oval, button or cap. 
The vast majority of screws have a right-hand thread, which means they are tightened 
s by clockwise rotation. Occasionally,, scre,vs have a Jef t-hand thread, such as the left-
hand pedal on a bicycle. 
J\1achine screws come in a range of sizes, and around 85 % of all scre,vs and bolts 
are designed to unified thread di1nensions. Tb.ey are categorised according to their 
diameter and pitch, or number of threads per inch. ISO metric scre,v threa.d is the 
10 most popular standard and has displaced previous systems, but there are other 
common systems, including the Brit ish Standard Whitworth, BA system (British 
Association) and the SAE Unified Thread Standard. 
3 Discuss the following questions in groups. 
a Why .is it important to have standardised scre\\!S and bolts in tile modern world? 
b Which industries rely on mass-production of fasteners? 
c When did scre,vs and bolts start to become standardised? 
d What machinery is needed to produce standardised scre,vs and bolts? 
Take-off Unit 2 Lesson 6: Mod em lathes 
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Listening 
You are going to listen to someone talking about the development of the modern lathe. 
1 g Listen and tick the questions from Reading and speaking Exercise 3 that the man 
answers. 
2 Complete the text below with words from the box. 
gearbox \Vorkpiece rotational threads lead screw• rotational 
The a ______ is a long, threaded rod that carries a tool along the axis of a rotating 
workpiece. It ensures that tbe b ______ moves. at a constant, even speed so tha t 
c ______ can be cut into it. The relationship bet\veen the d ______ speed of the 
tool a nd the e ______ speed of tbe workpiece can be varied by means of a 
f _____ _ 
3 \f Listen and check your answers. 
Vocabulary 
The diagram shows a schematic view of a modern lathe with some of its main parts. 
1 
1 Read the descriptions of the parts and 
match them with the correct number. 
2 
3 
a 
b 
C 
d 
e 
gearbox 
BED: the main body of tl1e lathe. 
LEAD SCREW: the long, threaded 
rod which controls the longitudinal 
speed of the saddle. 
HEADSTOCK: the box, always to the 
left of the operator, containing the 
gears \vhich control the spindle speed. apron 
TAILSTOCK: the moveable block at the right-hand end 
of the Jathe ,vhich is used to suppor t the centre or to hold drills. 
SPINDLE SPEED SELECTOR: the knob or lever used to con trol 
the rotational speed (rpm) of the spindle. 
4 
f' SADDLE: the metal block which_ supports the tool and moves longitudinally 
between the headstock and the tailstock. 
g SPINDLE; the rotating shaft to which the \lvorkpiece is attached. 
2 With a partner, take it in turns to ask each other questions about the different parts of 
the lathe. 
~Workbook pages 22/23 
Take-off Unit 2 Lesson 6: Modern lathes ..