Ain’t No Sunshine - Bill Withers

A smiling man with an afro hairstyle leaning against a graffiti-covered brick wall, wearing a buttoned t-shirt and jeans.

Language features to look for:

Metaphor

Repetition

Imagery

Contrast

Lyrics

Ain't no sunshine when she's gone
It's not warm when she's away
Ain't no sunshine when she's gone
And she's always gone too long
Anytime she's goes away

Wonder this time where she's gone
Wonder if she's gone to stay
Ain't no sunshine when she's gone
And this house just ain't no home
Anytime she goes away

And I know, I know, I know, I know
I know, I know, I know, I know, I know
I know, I know, I know, I know, I know
I know, I know, I know, I know, I know
I know, I know, I know, I know, I know
I know, I know
Hey, I ought to leave young thing alone
But ain't no sunshine when she's gone, whoa, whoa

Ain't no sunshine when she's gone
Only darkness every day
Ain't no sunshine when she's gone
And this house just ain't no home
Anytime she goes away

Anytime she goes away
Anytime she goes away
Anytime she goes away

Living room with orange curtains, a green cushioned wooden sofa and chair, a coffee table with a white tablecloth and plates, a vintage TV on a wooden stand, and a framed painting on the wall.

Part A: Listen to the Song and Read the Lyrics

Part B: Gap Fill – Vocabulary

Complete the sentences using words from the Word Bank:

Word Bank: absence, darkness, home, gone, lonely

  1. The singer feels a sense of __________ when she is away.

  2. There’s only __________ when she leaves.

  3. The singer says this house just isn’t a __________ without her.

  4. Anytime she is __________, he notices the emptiness.

  5. Her long __________ makes him wonder where she might be.

Part C: Matching – Literary Devices

Match the device (1–4) with its definition (a–d):

  1. Metaphor

  2. Repetition

  3. Imagery

  4. Contrast

a. Using descriptive language to create pictures or evoke senses
b. Saying something more than once for effect
c. Showing differences between two ideas, characters, or situations
d. Saying something is something else, rather than comparing with ‘like’ or ‘as’

Part D: Find it in the Song

  1. Repeated word or phrase:

  2. Simile:

  3. Word that sounds like the thing it describes (onomatopoeia):

Part E: Short Answer

  1. How does the song make you feel?

  2. Why do you think the singer repeats ‘I know, I know, I know…’?

A collection of vinyl records stacked vertically on a shelf next to a pair of black headphones with the label 'L' and a detachment volume control. The vinyl records have colorful album covers and visible text.

Answers

Part B: Gap Fill – Vocabulary

  1. lonely

  2. darkness

  3. home

  4. gone

  5. absence

Answer Key – Part C

1 → d. Saying something is something else, rather than comparing with ‘like’ or ‘as’
2 → b. Saying something more than once for effect
3 → a. Using descriptive language to create pictures or evoke senses
4 → c. Showing differences between two ideas, characters, or situations

Part D: Find it in the Song

  • Repeated word or phrase: Ain’t no sunshine, Anytime she goes away, I know, I know, I know

  • Simile: (none explicitly in lyrics)

  • Onomatopoeia: (none explicitly, could discuss “whoa, whoa” as vocal sound effect)

Part E: Short Answer

  • How does the song make you feel?
     Sample answers: sad, lonely, melancholic, reflective, nostalgic

  • Why do you think the singer repeats ‘I know, I know, I know…’?
    Sample answers: to emphasise obsession or longing, show emotional repetition, convey helplessness

Old, dusty room with a mirror, a chair, a wooden dresser, an alarm clock, and a small heater. The room appears abandoned and dimly lit.

Using ‘Ain’t No Sunshine’ by Bill Withers to Boost English Language GCSE & IGCSE Skills

Analysing Ain’t No Sunshine is an effective way to improve English language skills and prepare for English GCSE and IGCSE exams under boards like AQA, Edexcel, OCR, WJEC Eduqas, and CCEA. The lyrics provide clear examples of repetition (‘I know, I know, I know…’), metaphor (‘this house just ain’t no home’), and imagery (darkness, absence), helping learners explore figurative language, mood, and tone.

Using the song in lessons can enhance comprehension, vocabulary, and analytical skills, while providing authentic listening practice for English as a foreign language (EFL) learners. Activities like gap fills, matching literary devices, and short-answer questions make the learning process interactive, engaging, and directly relevant to exam preparation.