Attention should be paid to the signs for these, as many are unfamiliar. The examples given will convey only a general idea of the sounds, which are discussed in detail in § 36 and foll. The sign ː indicates length, and ˑ half length.
| iː | is the first vowel sound[11] in bead. |
| ɪ | is the vowel sound in bit. |
| eː | is the first vowel sound[11] in braid. |
| e | is the vowel sound in bet. |
| ɛː | is the first vowel sound in fairy. |
| æ | is the vowel sound in bat. |
| a | is the first vowel sound[11] in bout, bite. |
| ɑː | is the first vowel sound in father. |
| ɔː | is the first vowel sound in glory. |
| ɔ | is the vowel sound in pot. |
| o | is the first vowel sound[11] in boat. |
| uː | is the first vowel sound[11] in rude. |
| ᴜ | is the vowel sound in put. |
| əː | is the vowel sound in burn. |
| ə | is the second vowel sound in better. |
| ʌ | is the vowel sound in but. |
The following sentences written in the conventional and the phonetic spelling will give some idea of the use of this alphabet for representing connected speech as spoken (a) very carefully, (b) quite colloquially.
For purposes of convenience the ɪ and ᴜ are not used in ordinary transcript, as there is no danger of confusion.
| (a) | The | serious | student | of | phonetics | soon | grows | ||
| ðə | siᵊrjəs | stjuwdənt[12] | əv | fo´netiks[13] | suwn | grouz | |||
| interested | in | the | subject, | and | every | fresh | speaker | ||
| intərestid | in | ðə | sʌbdʒikt, | ænd | evri | freʃ | spijkə[12] | ||
| presents | new | materials | for | study. | |||||
| pri´zents | njuw | mə´tiːᵊriəlz | fə | stʌdi. | |||||
| (b) | Did | you | hear | what | he | told | me | last | night? |
| dʒu | hiə | wɔt | i | toul | mi | lɑːs | nait? | ||
FOOTNOTES:
[2] Another defective method of breathing consists in raising the shoulders for the purpose of increasing the capacity of the lungs. The shoulders should, however, not be moved at all in breathing.
[3] The custom of insisting on tightly-folded arms is not to be encouraged.
[4] The exercises suggested by Mr Burrell in Clear Speaking and Good Reading (p. [16] and foll.) are also recommended.