3 syllables: ex, am, ples. Stress on am.
ig-ZAM-puhlz
/ɪˈɡzæmpəlz/
examples is pronounced ig-ZAM-puhlz (/ɪˈɡzæmpəlz/). It has three syllables (ex-am-ples), with the stress on "am". Examples refers to representative instances or typical cases used to illustrate a principle or concept. It can also function as a plural noun meaning specific instances that demonstrate a rule, pattern, or idea. The plural form often appears in written and spoken discourse to provide illustration or evidence. The pronunciation remains a two-syllable word with stress on the first syllable.
Examples refers to representative instances or typical cases used to illustrate a principle or concept. It can also function as a plural noun meaning specific instances that demonstrate a rule, pattern, or idea. The plural form often appears in written and spoken discourse to provide illustration or evidence. The pronunciation remains a two-syllable word with stress on the first syllable.
- Mix up the syllable boundary: avoid treating it as one syllable; keep EX-a-mples with clear stress on the second syllable (ig-ZAM-puhls). - Flattening the /ɡ/ and /z/ into a single sound; keep the /ɡz/ cluster distinct: ig-ZAM-pəlz. - Final syllable reduction: do not reduce -ples to -ples with almost silent l; pronounce /pəlz/ clearly. - Weak first vowel: avoid an overly reduced /ɪ/; aim for a crisp /ɪ/ as in 'sit'. - Skipping the 'z' in final consonant: always voice the final /z/ to ensure contrast with 'exa mples' vs 'example'.
"For instance, here are several examples to show how the rule works."
"The teacher provided several real-world examples to clarify the concept."
"In your essay, include examples to support your argument."
Pronounce it as /ɪɡˈzæm.pəlz/ in US and UK standards, with primary stress on the second syllable: ig-ZAM-puhls. The initial 'e' is a lax, quick /ɪ/ sound, the 'x' is /ɡz/ as in 'ex-' before a stressed 'am', the second syllable uses /æ/ like 'cat', and the final '-ples' ends with /pəlz/ where the /l/ blends into a light, voiced /z/. Practice by saying: ig-ZAM-puhls. You can listen to native pronunciations on Pronounce, Forvo, and YouGlish for word-level reference.
Common errors: misplacing the stress, saying ex-AMPL-es or eg-ZAM-ples; mispronouncing the /ɡz/ cluster as /ks/ or /z/ only; omitting the final /l/ or turning /əlz/ into /əlz/ without the clear /l/; and reducing the first syllable to a lax /ɛ/ sound in fast speech. Correction: keep /ɪ/ on the first vowel, stress on the second syllable /ˈzæm/, ensure the /ɡz/ cluster is audible after the initial /ɪ/ and finish with /pəlz/, not /pəl/.
US/UK/AU share the same core /ɪɡˈzæm.pəlz/ structure, but there are subtle shifts: US often has a slightly tighter /ɪ/ and clearer /z/ in the final consonant; UK can feature a crisper /ˈzæm/ and a slightly more lengthened /ə/ in the final schwa. Australian English tends to have a more centralized /ɪ/ and may have a more reduced vowel in the second syllable, with a clearer final /z/ in casual speech. All variants keep the /ɡz/ cluster after the initial /ɪ/.
Two main challenges: the /ɡz/ cluster after the first vowel, which can blur if the tongue doesn’t reach high contact; and the second-syllable vowel /æ/ followed by a consonant cluster /m.p/ that requires precise tongue position and lip tension. Also maintaining stress on the second syllable while keeping the final /z/ clear in fluent speech can be tricky. Practicing the sequence ig-ZAM-pəlz helps stabilize the rhythm and ensures each element is distinct.
Yes, the exact timing of the secondary stress implied by the two-syllable pattern and the tricky /ɡz/ sequence right after the initial vowel can cause confusion for speakers unfamiliar with consonant clusters after a stressed syllable. The word requires a crisp /ɡz/ transition, an accurate /æ/ quality, and a clear final /z/. Practicing the sequence with minimal pairs like 'exams' vs 'examples' can sharpen accuracy and reduce slurring in fast talk.
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- US: emphasize rhotic vowel quality; keep /ɪ/ lax and short, then strong /ˈzæm/; final /pəlz/ with clear /l/ and voiced /z/. - UK: crisper articulation for /ɡz/ and /æ/; maintain non-rhoticity but with a clear final consonant cluster; - AU: a slightly more centralized /ɪ/; final /z/ can be shorter in fast speech; keep the second syllable stressed and maintain crisp /ɡz/ in the cluster. Use IPA references and record yourself.
The word example comes from Latin exemplum, meaning 'a pattern, model, or sample,' from ex- 'out' +em- 'take' (from facere 'to make'). The Latin root exempl- reflects something taken out to show as a model. In Late Latin, exemplum broadened to refer to a model or specimen used to illustrate, teach, or prove a point. The English form appeared in Middle English via Old French exemplaire or esample, with esample being the older spelling linked to the noun 'example' historically meaning 'an instance set forth to illustrate a rule.' The term gained prominence in scholastic and rhetorical contexts as writers used concrete instances to demonstrate abstract principles. The sense of a 'sample to follow' widened to include any representative case, now also common in research, linguistics, and pedagogy. First known use of the noun 'example' in English traces to the 14th century, with usage expanding through print, education, and professional discourse. Over time, the plural 'examples' capitalized on the same core idea: specific instances used to explain, prove, or argue a point.
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💡 These words have similar meanings to "examples" and can often be used interchangeably.
🔄 These words have opposite meanings to "examples" and show contrast in usage.
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Words that rhyme with "examples"
-les sounds
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