Let It Snow! Let It Snow! Let It Snow! – English Lyrics

• By: Rod Stewart

Lyrics & Translation

Learning a language can be a delightful experience, and what better way to start than with a classic holiday tune? Rod Stewart's version of "Let It Snow! Let It Snow! Let It Snow!" is special because its clear and expressive lyrics paint a vivid picture of a cozy winter scene. The song's repetitive and simple phrases make it easy for beginners to follow along and learn vocabulary related to weather and feelings of comfort and love.

[English]

♪ ♪

♪ OH, THE WEATHER OUTSIDE IS FRIGHTFUL ♪

♪ BUT THE FIRE IS SO DELIGHTFUL ♪

♪ AND SINCE WE'VE NO PLACE TO GO ♪

♪ LET IT SNOW! LET IT SNOW! LET IT SNOW! ♪

♪ IT DOESN'T SHOW SIGNS OF STOPPING ♪

♪ SO I BROUGHT SOME CORN FOR POPPIN' ♪

♪ THE LIGHTS THEY ARE TURNED WAY DOWN LOW ♪

♪ LET IT SNOW! LET IT SNOW! LET IT SNOW! ♪

♪ WHEN WE FINALLY KISS GOOD-NIGHT ♪

♪ HOW I'LL HATE GOIN' OUT IN THE STORM ♪

♪ BUT IF YOU REALLY HOLD ME TIGHT ♪

♪ ALL THE WAY HOME I'LL BE WARM ♪

♪ OH THE FIRE IS SLOWLY DYIN'♪

♪ AND, MY DEAR, WE'RE STILL GOOD-BYE-ING ♪

♪ BUT AS LONG AS YOU LOVE ME SO ♪

♪ LET IT SNOW! LET IT SNOW! LET IT SNOW! ♪

♪ (INSTRUMENTAL) ♪

♪ ("LET IT SNOW!") ♪

♪ ♪

♪ WHEN WE FINALLY KISS GOOD-NIGHT ♪

♪ HOW I'LL HATE GOIN' OUT IN THAT STORM ♪

♪ BUT IF YOU REALLY HOLD ME TIGHT ♪

♪ ALL THE WAY HOME I'LL BE WARM ♪

♪ OH, THE WEATHER OUTSIDE IS FRIGHTFUL ♪

♪ BUT THAT FIRE IS SO DE-LIGHTFUL ♪

♪ AND SINCE WE'VE NO PLACE TO GO ♪

♪ LET IT SNOW! SNOW! SNOW! ♪

♪ LET IT SNOW! LET IT SNOW! LET IT SNOW! ♪

♪ LET IT SNOW! LET IT SNOW! LET IT SNOW! ♪

♪ (AD. LIBS) BABY IT'S COLD OUTSIDE, ♪

♪ LET IT SNOW, LET IT SNOW, LET IT SNOW ♪

♪ LET IT SNOW! ♪

Key Vocabulary

Vocabulary	Meanings
weather /ˈwɛðər/ A2	noun - the state of the atmosphere at a particular place and time
fire /faɪər/ A2	noun - a process of combustion producing heat and light
snow /snoʊ/ A2	noun - precipitation in the form of ice crystals falling from the sky
wind /wɪnd/ B1	noun - air in natural movement of the atmosphere
kiss /kɪs/ A2	verb - to touch with the lips as a sign of love or greeting noun - a gesture of affection involving touching lips with someone
night /naɪt/ A2	noun - the period of darkness between sunset and sunrise
love /lʌv/ A2	noun - deep affection or romantic attachment verb - to feel deep affection for someone
snowing /snoʊ.ɪŋ/ B2	verb - precipitating snow from the sky
delightful /dɪˈlaɪtfl/ C1	adjective - giving or causing great pleasure

Key Grammar Structures

• OH, THE WEATHER OUTSIDE IS FRIGHTFUL

  ➔ Use of adjective "frightful" to describe the weather.

  ➔ The sentence uses the adjective "frightful" to strongly convey how bad the weather is outside. At B2 level, learners are expected to use a variety of adjectives to express emotions and describe situations effectively. C1-C2 level users should be able to understand the nuance behind words like "frightful" and how they emphasize the intensity of the weather.

• BUT THE FIRE IS SO DELIGHTFUL

  ➔ Use of adjective "delightful" modified by "so" for emphasis.

  ➔ The adverb "so" intensifies the adjective "delightful", highlighting how pleasant the fire is, especially in contrast to the frightful weather. B2 learners should be confident using adverbs to modify adjectives. C1-C2 learners can analyze the effect of this emphasis and the contrasting imagery.

• AND SINCE WE'VE NO PLACE TO GO

  ➔ Use of "since" as a conjunction indicating reason.

  ➔ "Since" connects the reason (no place to go) to the consequence (let it snow). Understanding the use of "since" and other causal conjunctions is important at the B2 level. At C1-C2, learners should be able to choose from a wide range of causal conjunctions and understand the subtle nuances in their meanings.

• IT DOESN'T SHOW SIGNS OF STOPPING

  ➔ Negative form of "show signs of" + gerund (-ing form) indicating continuation.

  ➔ The structure "doesn't show signs of stopping" indicates that something is not likely to end soon. B2 learners should understand how to form and use gerunds. At C1-C2, learners should be able to understand the implied meaning (the snow will continue) and use similar complex negative structures.

• SO I BROUGHT SOME CORN FOR POPPIN'

  ➔ Use of "so" as a coordinating conjunction showing consequence/result.

  ➔ "So" connects the reason (snow isn't stopping) with the action taken (bringing corn for popping). B2 learners need to be fluent using coordinating conjunctions. C1-C2 users will understand the casual, conversational tone created by using 'so'.

• WHEN WE FINALLY KISS GOOD-NIGHT

  ➔ Use of "when" as a subordinating conjunction introducing a time clause.

  ➔ "When" indicates the timing of the action (kissing goodnight). Understanding and using time clauses is essential at B2 level. At the C1-C2 level, learners are expected to use a variety of complex sentences containing different types of clauses.

• HOW I'LL HATE GOIN' OUT IN THE STORM

  ➔ Use of "How" to express the degree of a feeling. Contraction "I'll" (I will) and "Goin'" (Going) are used.

  ➔ "How I'll hate..." expresses a strong feeling of dislike. The contractions "I'll" and "Goin'" make the sentence more informal and conversational. B2 learners should be comfortable using contractions. C1-C2 learners understand how colloquialisms affect the tone and style of the writing.