“Let’s” and “lets” are often confused due to their similar spelling, but they have different meanings and uses. Here’s an explanation of the difference between the two, along with examples and exercises.
Let’s: “Let’s” is a contraction of “let us,” which is used to make a suggestion, propose an action, or express a desire to do something together with others. It is always followed by a verb in its base form (without “to”).
Examples:
- Let’s go to the movies tonight.
- Let’s have dinner at that new restaurant.
- Let’s work together on this project.
Lets: “Lets” is the third-person singular present tense form of the verb “let,” which means to allow, permit, or give permission. It is used when the subject is a singular noun or pronoun (he, she, it).
Examples:
- She lets her dog sleep on the bed.
- My boss lets me work from home on Fridays.
- The teacher lets the students choose their own project topics.
Exercises: Fill in the blanks with either “let’s” or “lets” in the following sentences.
- _____ go for a hike this weekend.
- He _____ his children play video games for an hour every day.
- _____ try that new coffee shop downtown.
- The company _____ employees take a one-hour lunch break.
- _____ organize a surprise party for Mom’s birthday.
- She _____ her cat roam freely in the backyard.
- _____ discuss the details of the contract before signing it.
- The library _____ patrons borrow up to ten books at a time.
- _____ volunteer at the local animal shelter next week.
- He _____ his younger brother borrow his car occasionally.
Remember, “let’s” is used for making suggestions or proposing actions to do together, while “lets” is used to indicate that someone or something allows or permits an action.
Let and Let’s Etymology
Let: The word “let” originated from the Old English word “lētan,” which is derived from the Proto-Germanic “*lētaną,” meaning “to leave behind, allow, or permit.” This Proto-Germanic word comes from the Proto-Indo-European root “*lēd-,” meaning “to leave” or “to let go.”
Throughout history, the meaning of “let” has remained relatively stable, consistently conveying the idea of allowing or permitting something to happen.
Lets: “Lets” is the third-person singular present tense form of the verb “let.” It follows the standard conjugation pattern for regular verbs in English, where the third-person singular form is created by adding an “-s” to the base form of the verb.
Let’s: “Let’s” is a contraction of “let us,” which is used to make suggestions or propose actions to be done together. The contraction “let’s” first appeared in the early 17th century and has since been widely used in informal speech and writing.
The “‘s” in “let’s” is derived from the Old English first-person plural pronoun “us,” which comes from the Proto-Germanic “*uns” and ultimately from the Proto-Indo-European “*nōs,” meaning “we” or “us.”
In summary, “let,” “lets,” and “let’s” all share the same etymological root in the Old English word “lētan,” with “let’s” being a contraction of “let” and “us,” which originated in the early 17th century.
Let vs Let’s Lesson Plan
Teaching the difference between “let” and “let’s” can be done through a mini-lesson that engages students and provides them with opportunities to practice using these words correctly. Here’s a possible outline for a mini-lesson:
Objective: Students will understand the difference between “let” and “let’s” and use them correctly in sentences.
Introduction (5 minutes):
- Write “let” and “let’s” on the board and ask students if they know the difference between the two.
- Explain that “let” is a verb that means “to allow” or “to permit,” while “let’s” is a contraction of “let us,” used to make suggestions or propose actions to be done together.
Guided Practice (10 minutes):
- Provide examples of sentences using “let” and “let’s” correctly.
- Let: “My parents let me stay up late on weekends.”
- Let’s: “Let’s have a picnic in the park this afternoon.”
- Encourage students to create their own sentences using “let” and “let’s” and share them with the class.
- Discuss any incorrect usage and provide feedback.
Independent Practice (10 minutes):
- Distribute a worksheet with fill-in-the-blank sentences and a short writing prompt.
- Fill-in-the-blank: Students complete sentences by choosing either “let” or “let’s.”
- Writing prompt: Students write a short paragraph about a group activity they would like to propose to their friends using “let’s.”
- Monitor students’ work and provide support as needed.
Closure (5 minutes):
- Review the key differences between “let” and “let’s.”
- Call on a few students to share their writing prompt responses.
- Encourage students to continue using “let” and “let’s” correctly in their speaking and writing.
Extension:
- Have students work in pairs to create a short dialogue using “let” and “let’s” correctly.
- Challenge students to find examples of “let” and “let’s” in their reading materials and share them with the class.
Assessment:
- Evaluate students’ understanding through their participation in guided practice, completion of the independent practice worksheet, and the quality of their writing prompt responses.
By following this mini-lesson structure, students should gain a better understanding of how to use “let” and “let’s” correctly and be able to apply this knowledge in their own speaking and writing.
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