2 syllables: ex, ams. Stress on ams.
ig-ZAMZ
/ɪˈɡzæmz/
exams is pronounced ig-ZAMZ (/ɪˈɡzæmz/). It has two syllables (ex-ams), with the stress on "ams". Exams are formal assessments that test your knowledge or skills in a particular subject. The word typically refers to standardized tests or tests given at the end of a course. In everyday use, it connotes evaluation, pressure, and the prospect of achievement or consequence depending on the result.
Exams are formal assessments that test your knowledge or skills in a particular subject. The word typically refers to standardized tests or tests given at the end of a course. In everyday use, it connotes evaluation, pressure, and the prospect of achievement or consequence depending on the result.
- You often misplace the stress on the first syllable instead of the second. Keep the emphasis on the second syllable: ig-ZAMS. - The /æ/ in the second syllable can collapse to a schwa or a dull vowel if you rush; keep it bright and precise: /æ/. - The ending /mz/ may become /m/ or a plain /z/; practice the /mz/ cluster, ensuring you voice the /z/ and don’t devoice it in connected speech.
"She studied for weeks to prepare for her math exams."
"The finals were tough, but he passed all his exams."
"They reviewed the previous chapters before the exams."
Pronounce it as /ɪɡˈzæmz/ in US, with a primary stress on the second syllable: ig-ZAMS. In UK, you’ll hear /ɪɡˈzɑːmz/ or /ˌɛɡˈzæmz/ depending on speaker; keep the vowel in the first syllable lax and the second syllable clearly stressed. For all, the final /z/ is voiced and blends with following sounds if connected speech. Mouth positions: start with a short, lax /ɪ/ in the first syllable, then lift to a bright /æ/ in the stressed second syllable, finish with the /mz/ cluster with a crisp /z/.
Common mistakes: 1) Not stressing the second syllable; many learners reduce to /ˈɛɡzæmz/ with weak second stress. 2) Vowel quality in the first syllable; keep /ɪ/ clean, avoid a long or tense /iː/. 3) Final s vowel sound mistaken as /s/; ensure /mz/ where the /m/ blends into a voiced /z/. Corrections: emphasize the /æ/ in the second syllable with a brief, crisp /m/ before /z/, and maintain a short /ɪ/ in the first syllable. Practice with minimal pairs like ig-ZAMS vs ig-ZAZ instead to lock the right rhythm.
US English: /ɪɡˈzæmz/ with strong /æ/ and a clear /z/ ending. UK English: often /ɪɡˈzɑːmz/ or /ɛɡˈzæmz/, with longer or broader /ɑː/ in some regions. Australian: typically /ɪɡˈzæːmz/ with a slightly longer, flatter vowel in the second syllable and a less rhotic vowel, but still ending in /z/. Across accents, the main variance is the vowel in the stressed second syllable and the rhoticity, which is generally non-rhotic in much of UK speech but present in some accents; in AU and US, the rhotic /r/ is not pronounced in syllable coda here.
Key challenges: the vowel shift in the second syllable, from /æ/ to /ɑː/ in some UK pronunciations, the cluster /mz/ at the end can blur in fast speech, and the final voiced /z/ may devoice in strong accents. Additionally, the linked pronunciation in connected speech can cause assimilation: /ɡz/ may be realized as a single affricate or /gz/. Practice focusing on sustaining vocal effort in the /z/ and keeping the /æ/ precise under stress.
A distinctive feature is the two-syllable stress with the root consonant cluster /gz/ at the junction of syllables, forming ig-ZAMS. The second syllable’s vowel quality and the final voiced /z/ are both crucial; many learners squeeze the /m/ before /z/, leading to a weaker /z/. Paying attention to the liquid retention in /ɡz/ and the crisp /z/ makes the word sound natural across accents.
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- US: Royally bright /æ/ in the stressed syllable; rhotic influence minimal here; keep the first syllable short and the second long-ish with /æ/. - UK: Some speakers use a broader /ɑː/ in the second syllable; second vowel sometimes more open; ensure /mz/ clarity; non-rhotic ending in many varieties, but the /z/ remains vocalized. - AU: Vowel in second syllable often longer, with a flatter vowel; maintain the /z/ final, and don’t over-apportioned vowel length. IPA references help: /ɪɡˈzæmz/ (US), /ɪɡˈzɑːmz/ (UK), /ɪɡˈzæːmz/ (AU).
The word exams derives from the Latin word examen, meaning a test, trial, or weight, from the verb ex- (out) +mens (mind, judgment). In Latin, examen referred to a weighing or weighing scale as a metaphor for judging certainties, and later came to mean a formal test or evaluation. The English usage emerged in Middle English to describe trials or trials of knowledge, with the plural exams as a shorthand for examinations. Through the 16th–18th centuries, exams expanded to encompass a broader range of formal assessments, including scholastic, legal, and professional contexts. The concept of examination is tied to accountability and verification of competence, and across centuries the word retained its core sense: a structured, evaluative process with standardized criteria. The term also carried colloquial weight in education, where “exams” signified high-stakes experiences that could shape academic trajectories. Etymologically, the root mens in Latin emphasizes mind and thinking, reflecting the cognitive evaluation intrinsic to exams, while the ex- prefix signals outward scrutiny or testing. The journey from a literal weighing to a formal assessment underscores the cultural emphasis on measurable knowledge and performance. First known English uses often referred to public or official examinations, with the modern plural form common by the 19th century in educational discourse.
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Words that rhyme with "exams"
-ams sounds
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