Shadowing-Übung: How To Actually Get Good At Hard Things | Napoleon's Learning Strategy - Englisch Sprechen Lernen mit Video
Übungsmodus wählen
Jeder Modus öffnet einen Übungsraum im Vollbild.
194 Sätze
Wenn Sätze zu kurz oder zu lang sind, klicke auf Edit, um sie anzupassen.
1
So over the last couple of months, I've been reading and rereading Andrew Roberts' biography on Napoleon,
2
titled Napoleon the Great, which is hence why I've made maybe two or three videos on Napoleon already.
3
But something which really stood out to me was Napoleon's ability to learn new skills.
4
Napoleon had an innate ability to go from being a relative novice in something to becoming somewhat of an expert,
5
if not a master in that field.
6
He did this famously twice, once with war strategy and being a general, as he went from being a teenage novice into becoming,
7
obviously, a master, who was beaten by another master, but he was a master in war nonetheless.
8
And then once he became emperor, he had to learn how to write civil code.
9
And he knew nothing about how you write a civil code for a functioning country,
10
yet he went from being a novice there to writing the Napoleonic Code, in which some elements of that still stand today.
11
And he was able to do this through a simple mental model that he had for learning new tasks,
12
which I think is a brilliant mental model and something we can all adapt to our own lives and learn from,
13
especially in this new era where
14
so much of what we do is through our own self -learning experience
15
or we have to adapt and learn new skills as technology rapidly increases.
16
And so I think there's a lot we can take from Napoleon's mental model for learning new skills.
17
And Aristotle said it best as he said
18
that what separates a human from all other animals is our ability to contemplate on one specific task,
19
one specific skill and become a master in it.
20
And so by doing so, you feel more human, more fulfilled, and that everyone needs to have at least one skill,
21
one element of life in which they have mastered and can continue to refine and master and create from,
22
as that will make you feel the most fulfilled possible.
23
And so I will break down
24
Napoleon's mental model here into three steps, with step number one being slow contemplation equals faster progress.
25
Now, something that
26
Napoleon was very wary of was that when going in to learn a new skill,
27
it's easy to get excited and think about how you're going to master the skill and be great.
28
Let's say you're going in to learn piano.
29
You get excited that you're going to be playing
30
Bach and Beethoven and you're going to get to perform at a dinner party.
31
You're going to get to perform in front of your family and friends and show off.
32
But the simple fact of the matter is you're a novice at
33
that point you need to calm down and you need to focus on taking it easy, being calm and slow progression.
34
So what Napoleon says here is that many people think, oh, I'm going to take it slow.
35
I'm going to learn over time, but they don't take it slow enough.
36
If you think you're taking it slow, if you think you're contemplating on it, take it even slower.
37
So what Napoleon did is when he started off learning a new skill, he wouldn't just read the introductory book and continue to read the books
38
that he had to read in order to learn the skill, but he would go through line for line, underlining everything, writing a comment about it,
39
breaking it down, taking notes.
40
He would try and break everything down into slow steps.
41
It wasn't about saying you've read 20 books on this one subject within a month.
42
It was about saying you've extracted every bit of knowledge you can possibly extract.
43
Okay, so I needed to add something last minute to this video, which puts a lot of context into this first principle about Napoleonic learning,
44
which is that
45
Warren Buffett said it doesn't matter how hard you row, it matters what boat you're rowing.
46
And so the idea here is
47
that it's just as hard to read five books in a month as it is to read one book in a month,
48
but take it very seriously and be meticulous with everything you're reading
49
and actually contemplate each idea and each piece of value that is in that book.
50
You're going to read at a slower pace, but you're going to learn at a faster pace.
51
And it's a faster road to mastery than the person who's just trying to churn through books.
52
And an example of this would be if you were learning piano.
53
It'd be easy to think, I want to learn to play a Beethoven song.
54
And you can jump steps.
55
You can go straight to learning how to play that one Beethoven song, not even by reading sheet music,
56
but by looking at where your fingers go for each of the notes, memorising that over a few weeks time,
57
and soon you'll be able to play an intermediate to an advanced level musical piece.
58
But the fact of the matter is you still don't know any of the fundamentals of piano.
59
And so within a month, you're playing an advanced level song, whereas someone else who's spending more time taking
60
it step by step with each fundamental may appear.. appear to be progressing at a slower rate,
61
if you expand that over six months to a year to two years time,
62
they're not only going to have all the fundamentals be able to read sheet music
63
and play music they've never even heard before by just being given the sheet and playing it off the paper,
64
but they will also be able to create their own music
65
and you will be stuck trying to learn one specific song by finger note,
66
by finger note, instead of actually knowing how to read the sheet music so you can appear to progress faster early on,
67
but by not slowing it down, you actually progress at a much slower rate.
68
And so Napoleon made it a big thing in everything he did to drop the ego, to know that you have to spend time under tension,
69
but not too much tension to where it overwhelms you and not a lack of tension to where you're not actually progressing.
70
But if you're going up a staircase, you go up one step at a time.
71
And so he was always looking to be under tension, but only enough to progress that little bit.
72
And by focusing on one step at a time, by really slowing it down and writing notes ruthlessly in all the margins,
73
he believed that led to faster progression.
74
And so of course he was someone with an ego, but in learning a new task,
75
he set that ego aside and really took it step by step.
76
A quote here is to be impatient in the long term, but very patient in the short term.
77
Which leads us into step number two in Napoleon's learning process, which is you have to have a pressure moment.
78
You have to be learning under some kind of deadline, some kind of pressure.
79
But this isn't about trying to perfect something before the deadline.
80
It's about having that pressure where you know you're going to make mistakes, but that gives you the opportunity to learn from those mistakes.
81
An example of this would be if you're learning piano again, you have a recital every six to eight weeks, let's say.
82
That way, you know you're going to make a performance, you're going to do a performance, and you're going to make a mistake.
83
But then you can learn from that mistake, and you also learn from that pressure.
84
But what that pressure does is it forces you to have to lock in mentally at a different level.
85
Because if you know you're only learning this skill but you're never going to perform it,
86
then your brain will naturally not focus as much as you think.
87
You may think you're 100 % focused on it, but if you're not actually going into the lines,
88
then if you're not actually having to perform in front of people or perform in some kind of pressure environment, your brain will register that. And
89
so Napoleon always wanted to be taking action upon what he
90
learned in a controlled environment to where he would be able to make a simple mistake
91
if he was to make a mistake and still be OK, but have to face some kind of repercussion from that
92
because the idea here was that that would force you to act under pressure.
93
As he believed that we weren't robots, we weren't able to just learn and progress on our own accord because we're programmed to do so,
94
our brain inherently knows when there's going to be a performance date.
95
Our brain inherently knows when there's going to be pressure that we are under.
96
And so it will focus to a higher level and it will retain information to a higher level as well.
97
An example of this for me would be these videos I make.
98
If I set an end date, let's say one video a week or more than one video a week or one video a month,
99
whatever it is, it forces me to bring my A game in the learning of this book, in my research into this book,
100
in my note taking of this book.
101
I've got to break it down at a more simple level to talk about it.
102
I've got to actually understand what I'm reading.
103
So often you can read a book, I think you're understanding so much of it.
104
And then when I go to write out the notes for the video,
105
I realize that I'm missing certain steps or it's not as coherent as what I thought it might be.
106
I don't actually understand the process or the lessons from the book as much as I thought I did.
107
And so by forcing myself to be in this pressure environment, I'm able to retain more of it and know
108
and actually see the fruits of my own labor and see how much I've actually learned, I've actually retained.
109
Because if I read a book and I make a video and it's not very coherent, I then know, hang on,
110
I actually didn't learn as much as I thought I did.
111
There's more work to be done.
112
But that's okay.
113
Napoleon would say that's okay.
114
That's a part of the learning process.
115
But that pressure environment is a must.
116
You must have it.
117
And it is a danger in this self -learning world
118
that we are in today where so much of what we do is an online course, is through YouTube videos, our own self -education.
119
It can be a danger to not have that pressure environment or to not have enough pressure environments.
120
Once or twice a year is not enough.
121
You need one on a semi -consistent basis in order to see the mistakes you're making, correct those mistakes, and more importantly,
122
see if you're making the same mistake more than once.
123
Because if you are, perhaps you need to go back a few steps, go back to a simple fundamental element and reread that,
124
retake notes on that, see what perhaps you missed.
125
But it's all about slowing down, yet still having that pressure on as well.
126
Which leads us in to step number three, which is to simply be ruthless with your time.
127
It can be easy to think that while this is a simple model for learning, that then it's an easy model for learning.
128
But of course, if something was easy, everybody would be doing it.
129
The fact of the matter is it does take time.
130
Napoleon was very famous for reading a lot, even on the battlefield when they were out on war expeditions.
131
He would still spend a lot of time in his tent reading, whether that's reading geography, whether that's reading war biographies,
132
whether that's reading history, whatever it may be.
133
He would spend a lot of time in contemplation reading.
134
He would spend a lot of time studying.
135
You have to be ruthless with your time.
136
You have to make certain sacrifices to dedicate to something if you truly want to master it.
137
There isn't an exact rule of, you know, if someone spends three hours a day versus someone who spends five hours a day,
138
the person who spends five hours a day will progress at a faster rate.
139
That's not exact.
140
It depends on how much they're able to retain from that five hours, how much how much they're able to take in,
141
what the speed of their learning is.
142
But you still need to dedicate a certain amount of time.
143
And so this is the hardest of all of it, which is the fact that you need to do it daily.
144
Napoleon believed that in order to learn something, you need to immerse yourself in it to some kind of level,
145
which means at some point every single day, you need to be spending a focused long amount of time on the specific subject
146
that you were trying to learn and master.
147
Now, in the modern day, perhaps we don't have the ability as Napoleon did, as it was literally his job to master civil code, master warfare.
148
For us, we may have other jobs, but we have to dedicate at least an hour,
149
90 minutes every day, and you can't take a day off.
150
It needs to be a certain amount of time every day.
151
And so if that means you have to cut out some TV time, cut out some phone time, cut out whatever time it may be,
152
you've got to find that time each day.
153
But also don't get down on yourself if you think I don't have 90 minutes.
154
If you only have 45 minutes, that's the time you have.
155
But make sure you're very focused on it.
156
It doesn't even matter if you only have 30 minutes.
157
But as long as it's a certain amount of time every day, wake up 30 minutes earlier, go to bed 30 minutes later,
158
whichever it is, spend that time each day.
159
If you happen to have two hours, even better.
160
But this is the most ruthless element
161
and principle of Napoleon's learning principle where you just have to be ruthless with your time.
162
There's no tricks.
163
There's no tricks of the trade.
164
There's no ways around it.
165
That's just the simple fact of the matter.
166
But with that said, that does wrap up the Napoleon learning model, how Napoleon approached learning new tasks.
167
It's quite simple, but it is very hard because you've got to think about slowing your brain down,
168
being calm in the moment and taking everything step by step, taking notes in the margins of every page.
169
I mean, think about it.
170
How often do we read a page and get through the page in a minute or two,
171
move on to the next one and think we've done a really good job
172
because we've read a book which happens to be 830 pages and we've read it in a month.
173
And we may think, oh, gee, that's really good.
174
Or I read it in two weeks.
175
That's really good.
176
But how much did you retain?
177
Is it worth reading 20 books and retaining two bits of information from all those books?
178
Or is it worth retaining 30 to 40 bits of information from one book and then moving on?
179
That's what Napoleon says is the better way to do it because he believed once you mastered the fundamentals, you were then able to get creative.
180
You were then able to master advanced levels or even create advanced levels.
181
When Napoleon wanted to create a civil code, he couldn't just do that out of thin air.
182
He had to master the fundamentals, but he also had to think outside of the box
183
and you're only able to think outside of the box in a safe, masterful way and execute on it if you have the fundamentals down pat.
184
It's like a great writer.
185
They know when to break the rules of storytelling
186
because they know the rules and the best writers know the rules to a higher level than anyone else.
187
But that wraps up the Napoleon mental model for learning.
188
But with that said, hope you guys enjoyed this episode.
189
Hope you guys are enjoying this series.
190
Once again, thank you all so much for the growth here.
191
Going up 300, 400 subscribers a day at this point.
192
It's mind -blowing.
193
Thank you all so much.
194
And until next time, take care.
App herunterladen
Alles, was du zum fließenden Sprechen brauchst
KI-AussprachebewertungJeder Satz bewertet
IPA-TrainingJeden Laut meistern
WortschatzBaue deinen Wortschatz auf
VokabelspielSpielend lernen
Gleicher Kanal
C11
Self Educated Polymaths Will Win In The Digital Age
Daily ConversationUniversity StudentsWorking Adults
C11
Learn To Write And You Will Become Unstoppable. It's That Simple
Daily ConversationUniversity StudentsWorking Adults
C11
How To Be Dangerously Self-Educated | Napoleon's Philosophy
Daily ConversationUniversity Students
C17
The Lost Art Of The Intellectual Life
Daily ConversationUniversity StudentsWorking Adults
C1This 17th Century Learning System Will Make You Dangerous
Daily ConversationUniversity Students
C1How To Reinvent Yourself From Scratch - Dostoevsky Method
Daily ConversationUniversity StudentsWorking Adults
FOR YOU
Empfohlenes Video
C11
145 Sätze
13k
Daily ConversationUniversity StudentsWorking Adults
C11
347 Sätze
Doctor Explains: How to Train Your Brain to Crave Doing Hard Things
Daily ConversationUniversity StudentsWorking Adults
C12
37 Sätze
HOW TO MASTER ANY SKILL FAST
Daily ConversationUniversity StudentsWorking Adults
C13
116 Sätze
How To Become Dangerously Self-Educated (complete plan)
Daily ConversationUniversity StudentsWorking Adults
C16
200 Sätze
Force Your Brain to Think Like a Genius | Richard Feynman
Daily ConversationUniversity StudentsWorking Adults
C13
178 Sätze
Neuroscientist: How To Change Your Brain (Andrew Huberman)
Daily ConversationUniversity StudentsWorking Adults
C129 Sätze
Angela Lee Duckworth TED talk: The importance of grit in predicting success
Daily ConversationUniversity StudentsWorking Adults
B23
156 Sätze
The Psychology of Fast Learners: Why You’re Actually Learning Wrong
Daily ConversationUniversity StudentsWorking Adults
C13
398 Sätze
You Can Become A Genius In 12 Months. Here's How...
Daily ConversationUniversity StudentsWorking Adults
C12
203 Sätze
How To Rewire Your Brain | Andrew Huberman Motivation
Daily ConversationUniversity StudentsWorking Adults
Wortschatz und Sprechhinweise zu dieser Lektion
Diese Sprechübung basiert auf dem Video „How To Actually Get Good At Hard Things“. Diese Wörter kommen am häufigsten vor: learning, Napoleon, learn, step, master. Dieses Video enthält 194 Sätze und 2790 Wörter zum Nachsprechen. Der gesprochene Teil dauert 15:16. Der Sprecher spricht schnell, etwa 183 Wörter pro Minute – rechne mit verbundenen und verkürzten Lauten. 88 % der Wörter gehören zu den 3.000 häufigsten im Englischen, der Wortschatz ist also leicht zu verfolgen.
Wichtiger Wortschatz in diesem Video
15 lernenswerte Wörter aus dem Video, mit Aussprache und Bedeutung:
| Wort | Aussprache | Bedeutung |
|---|---|---|
| skill Substantiv | /skɪl/ | Fähigkeit, Fertigkeit |
| fundamental Adjektiv | /ˌfʌn.dəˈmɛn.təl/ | grundlegend, fundamental |
| retain Verb | /ɹəˈteɪn/ | sitzen bleiben |
| sheet Substantiv | /ʃit/ | Blatt, Bogen |
| piano Substantiv | /piˈænɪː/ | Klavier, Piano |
| tension Substantiv | /ˈtɛnʃən/ | Spannung |
| ruthless Adjektiv | /ˈɹuːθləs/ | unbarmherzig, ruchlos |
| finger Substantiv | /ˈfɪŋɡɚ/ | Finger |
| element Substantiv | /ˈɛləmənt/ | Element |
| principle Substantiv | /ˈpɹɪn.sɪ.pəl/ | Grundsatz, Prinzip |
| dedicate Verb | /ˈdɛdɪˌkeɪt/ | widmen |
| trick Substantiv | /ˈtɹɪk/ | List, Falle |
| pace Substantiv | /peɪs/ | Schritt |
| margin Substantiv | /ˈmɑɹ.d͡ʒɪn/ | Seitenrand |
| wrap Verb | /ɹæp/ | wickeln, einwickeln |
Phrasal Verbs, die du hören wirst
| Wort | Bedeutung |
|---|---|
| cut out Verb | unterlassen, aufhören |
| go up Verb | hinaufgehen, steigen |
| wrap up Verb | verpacken, einpacken |
| break down Verb | versagen, den Geist aufgeben |
| calm down Verb | sich beruhigen |
| go back Verb | zurückgehen, zurückfahren |
| show off Verb | angeben, aufschneiden |
| slow down Verb | verlangsamen |
Grammatik in diesem Video
Die Strukturen, die der Sprecher am häufigsten verwendet, mit den genauen Worten aus dem Video:
| Struktur | Im Video |
|---|---|
| Present Perfect have/has + Partizip Perfekt – eine vergangene Handlung, die jetzt noch wichtig ist | I've made · have mastered · you've read |
| Relativsätze who / which + Satz – eine Zusatzinformation über eine Person oder Sache | Great, which is · process, which is · three, which is |
| Passiv be + Partizip Perfekt – wichtig ist, was geschieht, nicht wer es tut | was beaten · being given · will be stuck |
Aussprache, auf die du achten solltest
Der Sprecher verwendet 72 Kurzformen und abgeschwächte Formen, zum Beispiel you're, don't, I've. Sprich sie in der kurzen Form, so wie du sie hörst.
- Die „th“-Laute: ruthless /ˈɹuːθləs/, thin /ˈθɪn/, nonetheless /ˌnʌnðəˈlɛs/, ruthlessly /ˈɹuːθ.ləs.li/
- Die Laute „sh“ und „zh“: sheet /ʃit/, tension /ˈtɛnʃən/, progression /pɹəˈɡɹɛʃən/, expedition /ɛkspəˈdɪʃən/, impatient /ɪmˈpeɪʃənt/
- Lange Wörter – auf die Betonung achten: fundamental /ˌfʌn.dəˈmɛn.təl/, biography /baɪˈɑɡɹəfi/, inherently /ɪnˈhɛɹəntli/, naturally /ˈnæt͡ʃ.(ə.)ɹə.li/, importantly /ɪmˈpɔɹ.tənt.li/
Laute, die Deutschsprachigen schwerfallen:
- /w/ — mit runden Lippen, nicht wie das deutsche „w“ (/v/): whereas /(h)wɛɹˈæz/, warren /ˈwɔɹən/, warfare /ˈwɔɹfɛɹ/, whichever /wɪt͡ʃˈɛvɚ/, wary /ˈwɛɚ.i/
- Stimmhafter Auslaut — /b/, /d/, /g/, /z/, /v/ am Wortende nicht verhärten: relative /ˈɹɛl.ə.tɪv/, whereas /(h)wɛɹˈæz/, expand /ɪkˈspænd/, depend /dɪˈpɛnd/, teenage /ˈtiːneɪd͡ʒ/
- /æ/ — offener als „ä“: piano /piˈænɪː/, wrap /ɹæp/, extract /ˈɛkstɹækt/, adapt /əˈdæpt/, naturally /ˈnæt͡ʃ.(ə.)ɹə.li/
So übst du mit diesem Video
- Höre dir das ganze Video einmal an, ohne zu sprechen, und notiere die Wörter, die du nicht kennst.
- Beginne mit 0,75-facher Geschwindigkeit, sprich Satz für Satz nach und wechsle zur normalen Geschwindigkeit, sobald es leichtfällt.
- Nimm dich auf und vergleiche mit dem Original; achte dabei auf Wörter wie skill, fundamental, retain.
Was ist die Shadowing-Technik?
Shadowing ist eine wissenschaftlich fundierte Sprachlerntechnik, die ursprünglich für die professionelle Dolmetscherausbildung entwickelt und durch den Polyglotten Dr. Alexander Arguelles populär gemacht wurde. Die Methode ist einfach aber wirkungsvoll: Du hörst englisches Audio von Muttersprachlern und wiederholst es sofort laut — wie ein Schatten, der dem Sprecher mit nur 1–2 Sekunden Verzögerung folgt. Anders als passives Hören oder Grammatikübungen zwingt Shadowing dein Gehirn und deine Mundmuskulatur, gleichzeitig echte Sprachmuster zu verarbeiten und zu reproduzieren. Studien zeigen, dass es Aussprachegenauigkeit, Intonation, Rhythmus, verbundene Sprache, Hörverständnis und Sprechflüssigkeit signifikant verbessert — was es zu einer der effektivsten Methoden für die IELTS Speaking-Vorbereitung und reale englische Kommunikation macht.