Shadowing-Übung: How To Rewire Your Brain | Andrew Huberman Motivation - Englisch Sprechen Lernen mit Video
Übungsmodus wählen
Jeder Modus öffnet einen Übungsraum im Vollbild.
203 Sätze
Wenn Sätze zu kurz oder zu lang sind, klicke auf Edit, um sie anzupassen.
1
I do believe, however, that the best work, our most creative and best work comes from a love of craft.
2
But sometimes in order to find what you truly love, you have to be scared into setting off on a path to find it.
3
so i think a lot of it is just having the
4
the knowledge of self right what did the oracle say know
5
thyself the knowledge of self to really think okay like what are my strengths do i like to learn
6
if i'm interested in something do i have a voracious appetite maybe if you're a person with less energy.
7
Maybe you're more reflective or you like to journal or you need more time to process.
8
I think turning what often appear as weaknesses into strengths is really possible.
9
And then I do think that we are all each endowed with some unique gift.
10
I really believe in this.
11
It's not mystical for me.
12
I think that we all have some wiring of our brains that's very similar
13
and we all have some unique wiring based on our genetics and our experience.
14
And I just thought, I'm going to keep paying attention to what fills my body with energy.
15
Well, in my case, it took a fear circumstance, fear of becoming a permanent failure to motivate immense change.
16
And that was that circumstance.
17
I do believe, however, that the best work, our most creative and best work comes from a love of craft.
18
But sometimes in order to find what you truly love, you have to be scared into setting off on a path to find it.
19
And yeah, and that goes for relationships too.
20
Sometimes to find the right relationship or relationships, it could be friendships, romantic relationships, et cetera.
21
One has to be like deathly afraid of having to remain in the relationship that you're in enough to leave.
22
Neuroplasticity is actually a feature of the nervous system, the brain, throughout our entire lifespan.
23
The rules change a little bit in terms of how you rewire your brain.
24
But if the question is, can a person change?
25
Can you learn new things?
26
Can you unlearn certain patterns?
27
Can you overcome traumas at any age?
28
The answer is absolutely, categorically, yes.
29
How?
30
Well, it's very clear that as a child until about age 25, more or less, just passive experience will shape the brain for better or worse.
31
After about age 25, and again, these are not strict cutoffs, we can change our brain,
32
but what's required is a marked shift in the neurochemical environment under which something happens.
33
So one of the reasons why any traumatic event will forever be remembered,
34
although by the way, you can remove some of the emotional load of that.
35
Trauma does not have to be traumatic forever, is because when we see or experience something very intense of a fearful nature,
36
there's the release of certain what we call neuromodulators,
37
things like epinephrine, adrenaline, and other neuromodulators that cause a state shift in our body and brain.
38
And the nervous system recognizes this as unusual.
39
And as a consequence, in the subsequent days, there's reordering of the connections so that the brain can prepare for that event should it happen again.
40
This is why we have what's called one trial learning.
41
You go to a certain location, something terrible happens there.
42
You will forever associate that location with something terrible.
43
But there are tools, therapy and other tools,
44
that can allow the emotional load to be removed from that so that you could go to that location and feel calm, no fear whatsoever.
45
The good news is you can also learn anything you want to learn, provided there's a shift in this neurochemical environment.
46
This is why when we are very interested and focused on something, two of the main requirements for neuroplasticity,
47
we have to be alert and we have to be focused.
48
We can't learn passively as adults.
49
We can't just play a lecture about AI and large language models or neuroscience in the room,
50
and then the knowledge doesn't just sink in by osmosis.
51
But if we pay attention and we're alert when we pay attention.
52
There's a shift in the neurochemicals associated with that attention.
53
What we call the catecholamines.
54
It's three molecules, dopamine, epinephrine, and norepinephrine, all which cause an increase in alertness, all which cause an increase in focus,
55
a tightening of our visual field and our auditory field.
56
So like cones of attention is one way to think about it.
57
And then it sets in motion a bunch of biological processes such that if we get adequate sleep that night, maybe the next night as well.
58
There's reordering of neural connections so that that knowledge, that new experience is consolidated in your brain.
59
You are forever changed as a consequence of that experience.
60
So when we hear that.. the brain is constantly changing.
61
Everything that we encounter changes our brain.
62
That's not true.
63
Why would the brain change unless it needed to?
64
As a child, the brain is basically a template for change.
65
It's trying to understand the environment and make predictions.
66
And so that's true.
67
Neuroplasticity is a cardinal feature of childhood and adolescence and the teen years.
68
Just think about the music you listened to when you were a teen.
69
No other music will ever have as much significance.
70
And that's because as a teen, your body is flooded with hormones and neuromodulators.
71
The amount of meaning that comes from now seemingly trivial events when you're a teenager or adolescent is immense.
72
That song meant so much, and it's because of the neurochemical milieu it creates in you.
73
But as an adult, it takes a stronger stimulus, as we say.
74
If you wanted to become a tidy person, I would encourage you, here would be one, let's just say neuroscience -supported approach,
75
would be to write out one page about what a tidy person you really are.
76
You'll know that's a lie, right?
77
And then to look at it and realize that in many ways, if you just replace tidy with, you know, messy at any location,
78
it'd probably be the exact same story.
79
And so what you're really talking about here is just a default that your nervous system is running.
80
And if you were to just swap the words, would you feel differently or do differently? on the one hand you'd say,
81
no, that's kind of trivial, but I bet you the practice of writing
82
it out would forever interrupt your notion of like just going to set something down.
83
You'd be like, ah, now you have something to kind of disrupt the habit.
84
Cause so much of habit disruption that you'll look like, some people say, oh, you flick a,
85
you know, rubber band on your wrist or something like that.
86
There's nothing special about the rubber band.
87
There's nothing special about the pain on your wrist or that you put a sticky note.
88
We know sticky notes work for about one day.
89
Why don't sticky notes work?
90
Why don't reminders on the mirror work?
91
Because they don't have enough salience.
92
They're not new.
93
They're not different.
94
The nervous system only changes if something is new and different.
95
So anyway, we could talk a lot about habit formation, but fear works, but so does disrupting the story.
96
How do you disrupt the story?
97
You essentially give the opposite story and you think, well, that's just lying to myself.
98
But neurally, it makes sense because the nervous system, again, likes to be very economical, likes to do everything with the minimum amount of energetic expenditure.
99
and to change anything requires attention and attention is expensive.
100
Attention is expensive.
101
And also I would say, as I'm kind of rambling all this, things are going very well for you.
102
So you actually don't have any reason.
103
Tidy enough, you have two choices.
104
You can either start to be tidy now or you can be successful enough that you can hire some assistants.
105
And I actually think, I say this in all seriousness, I think that one has to ask like,
106
where is my attention and neural real estate best devoted.
107
I think about this every day.
108
I mean, we are living in a war of attention.
109
I wake up in the morning and I can be a consumer or a creator.
110
If I reach for my phone, I'm a consumer.
111
If I go to my journal, I'm a creator.
112
My advice to anyone who wants to be successful in any
113
domain is to do things away from where you broadcast and then take it to that broadcast.
114
I mean, take your real life to Instagram and be very cautious about taking Instagram to your real life.
115
Does that make sense?
116
If you look at successful people, they're doing things away from the platforms and putting them on the platforms.
117
Goal setting and habit formation, fear setting is often one of the best tools.
118
You spend some time, maybe five minutes or
119
so thinking about all the terrible things that are going to happen if you don't actually accomplish your goals.
120
Nobody likes to do this, but guess what?
121
It turns out to be pretty darn effective.
122
Really?
123
I know.
124
It's really frustrating that this is the case. But again,
125
you know, that has a lot to do with the way that the human brain is wired and likes to rewire itself.
126
Now, that said, it is important to envision goals.
127
Visualizing goals in detail, writing them out, in some cases talking about them, although we can discuss that,
128
why that might not be the best idea in every circumstance, can be very beneficial because it's hard to conceive something that you can't imagine.
129
But I think when people hear that visualizing goals or visualizing outcomes is critical,
130
we sometimes forget that we don't always know what the end goal is.
131
Sometimes we have to break this up into milestones.
132
This is where I think
133
Rick Rubin, even though he's not a formally trained scientist, has drawn a lot of interest for his work on creativity,
134
which is, you know, Rick is about largely, you know, sensing the kind of energetic pull of an idea
135
and being able to explore that without too much self -judgment or filtering or thinking about how it's going to be received.
136
In other words, that the metamorphosis that leads to great music, great poetry, great scientific discovery,
137
podcasts, finance, companies that one is building, etc. is a series of iterations that occur on the time course of about a day.
138
And so we can't always imagine the end or the end product as the outcome.
139
This is why I said university is easy compared to other goals, because the end is a degree, right?
140
So you pick up your diploma.
141
Whereas in other areas, it's far more mysterious often.
142
Now, visualization, I think, can be very powerful
143
but perhaps what's more powerful is to learn the brain and body state that best serves the work you're going to do.
144
So for instance, if I'm going to do some writing and right now I'm working on a book,
145
it's largely done, but I'm writing some bonus chapters.
146
Unless I'm hyper motivated to do that when I sit down and hyper focused,
147
I'll spend two, three minutes just closing my eyes, focusing on my breathing.
148
It's meditation of sorts, but what I tell myself is if I can't focus on my breathing for two or three minutes,
149
how in the world am I going to focus on writing for two or three hours?
150
That sort of thing.
151
The other thing that I want to make sure I don't forget is I mentioned
152
that telling people your goals oftentimes can be useful if it stimulates a little bit of fear like you have some accountability,
153
but we also know that because of the affiliative nature of people,
154
in particular people that support us, there is this danger, by definition,
155
changing what you're doing in order to outdo somebody else or something else.
156
And so you're morphing your creation in order to kind of overcome something.
157
I was also exposed to this incredible world of DIY,
158
like take your passion, take your circumstance and pick a craft and just document stuff.
159
And so in many ways, like what happened at Embarcadero and what happened in skateboarding and, but the, what I saw was if you love something
160
and you want to learn as much as possible about it and you love the culture around it,
161
you do have to learn how to sort out the untoward elements.
162
Don't get yourself into trouble, but you take that energy and I just took it to academics.
163
You know, earlier you and I were talking about if you have, and I'm borrowing this phrase from one of my heroes,
164
Martha Beck, who's a wonderful person and teacher, such wisdom, and she calls it an interest -based attention system.
165
Some people might call it ADHD, but have you ever noticed that even people, and we know this from the scientific literature,
166
people, kids, adults with ADHD, when they're so -called ADHD,
167
when they are doing something they really love, they're like a laser they're not going to peel off that.
168
Their attention is like level 11 out of 10.
169
So I took that energy that I've always had in me for fish, for tropical birds, skateboarding, punk rock music, eventually it was biology.
170
And I just went, okay, here are my chips.
171
I'm all in, all in.
172
But the goal has always been and remains to take what I learn and share it.
173
Because the The real joy in doing anything, for me anyway, is the ability to share in that knowledge or in that experience.
174
And so those early years were really choppy and really dangerous, you know, frankly.
175
But then when I started a laboratory and decided, yeah, I'm gonna study human stress, let's go get VR of stressful circumstances.
176
There's a quote about him that resonates a lot.
177
And the quote I think is, you know, an early teacher of his said, Oliver will go far, provided he does not go too far.
178
And so, you know, you have to be careful, right?
179
These adventures, leaving school, you can't be haphazard about it.
180
If you look at the broad arc, it's highly nonlinear, but there's a common thread through all of it, which is this desire to learn,
181
curiosity, desire to share, intensity.
182
And when I'm involved in any one thing, and I recommend that if people are involved in any one thing,
183
if it's podcasting or sport or video games or math or AI or program, whatever it is, skateboarding, whatever it is,
184
that you can't be haphazard in that world.
185
Because forward progress, even if you change things over time, is the consequence of taking that inherent uniqueness that we each have
186
and whatever level of intensity we have and making sure that you do take steps forward.
187
And what I've learned is as a child, as an adolescent, And as an adult, there are all these traps along the way.
188
There are all these shoots down to failure and destruction.
189
And you have to be very, very thoughtful.
190
And so you can't be reckless.
191
As I've gotten older, I realized that, you know, the best things in life,
192
success in particular, but also hard times are best shared with other people.
193
And the best way to make friends really is twofold.
194
A friend of mine once said this.
195
He said, you know, people with interests are interesting.
196
So if you're interested in things, you know, going and interacting with those things, even if they're within books, etc., have interests, genuine interests.
197
Don't just learn things for learning's sake, but just have interests.
198
And then the other is that if you are not the sort of person for whom,
199
like, friendships are just pouring over you and people want your time, then be of service.
200
You know, this notion of be the person who sends the good morning text.
201
Now, if somebody never reciprocates, well then, okay, maybe you look elsewhere and send your energy elsewhere.
202
But be the person who checks up on somebody, on a family member or friend on a regular basis.
203
Be the person of service and you can volunteer, you can help people in any number of ways.
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
C12
Stop Rehearsing The Life You Don’t Want | Dr Joe Dispenza Motivation
Daily ConversationUniversity StudentsWorking Adults
C11
Rewire Your Brain By Doing Hard Things | Andrew Huberman Motivation
Daily ConversationWorking Adults
C14
Rewire Your Brain for Success | Best Motivational Speech | Andrew Huberman
Business EnglishUniversity StudentsWorking Adults
B22
The 15 Minutes You Need When You Stop Believing | Lewis Hamilton Motivation
Business EnglishDaily ConversationUniversity Students
C12
Teach Your Brain To Become Someone New | Andrew Huberman Motivation
Daily ConversationWorking Adults
B212
The Speech Everyone Needs to Hear | Best Motivational Speech | Matthew Mcconaughey
Business EnglishUniversity StudentsWorking Adults
C11
This Is Why You Keep Burning Out | Andrew Huberman Motivation
Daily ConversationWorking Adults
C14
The Only 16 Minutes You Need To Control Your Mind | Andrew Huberman Motivation
Business EnglishUniversity StudentsWorking Adults
C110
Watch This Before Your Thoughts Control Your Life | Shi Heng Yi Motivation
Business EnglishUniversity StudentsWorking Adults
B27
Discipline Changes Everything | Best Motivational Speech | Novak Djokovic
Business EnglishUniversity StudentsWorking Adults
B2Your Thoughts Are Building Your Reality | Best Motivational Speech | Dr Joe Dispenza
Business EnglishDaily ConversationUniversity Students
FOR YOU
Empfohlenes Video
C11
232 Sätze
How to Train Your Brain to Enjoy Hard Work | Andrew Huberman
Daily ConversationUniversity StudentsWorking Adults
C13
125 Sätze
The Surprising Reason Your Past Still Controls You
Daily ConversationUniversity StudentsWorking Adults
C15
15 Sätze
A deeper psychological driver of motivation. @Dr.ShadeZahrai
Daily ConversationUniversity StudentsWorking Adults
C11
167 Sätze
Mental Debugging: How to Build Resilience After Failure
Daily ConversationUniversity StudentsWorking Adults
C15
303 Sätze
Act As If Everything Always Works Out
Daily ConversationUniversity StudentsWorking Adults
C14
368 Sätze
Essentials: Neuralink & Technologies to Enhance Human Brains | Dr. Matt MacDougall
Daily ConversationUniversity StudentsWorking Adults
C11
391 Sätze
The Morning Routine That Sets Up Your Entire Day | Andrew Huberman | Raj Shamani Clips
Daily ConversationUniversity StudentsWorking Adults
C14
106 Sätze
Social Media is Warping Your Mind
Daily ConversationUniversity StudentsWorking Adults
B26
17 Sätze
A Psychologist's Secret About Your Brain (You'll Wish You Knew Sooner)
British AccentDaily ConversationUniversity StudentsWorking Adults
C12
227 Sätze
How to Lock In and Actually Get Things Done | Andrew Huberman
Daily ConversationUniversity StudentsWorking Adults
C11
347 Sätze
Doctor Explains: How to Train Your Brain to Crave Doing Hard Things
Daily ConversationUniversity StudentsWorking Adults
Wortschatz und Sprechhinweise zu dieser Lektion
Diese Sprechübung basiert auf dem Video „How To Rewire Your Brain“. Diese Wörter kommen am häufigsten vor: brain, attention, learn. Dieses Video enthält 203 Sätze und 2752 Wörter zum Nachsprechen. Der gesprochene Teil dauert 15:53. Der Sprecher spricht in natürlichem Tempo, etwa 173 Wörter pro Minute, ähnlich wie im Alltagsgespräch. 85 % der Wörter gehören zu den 3.000 häufigsten im Englischen; den Rest solltest du dir vor dem Üben ansehen.
Wichtiger Wortschatz in diesem Video
15 lernenswerte Wörter aus dem Video, mit Aussprache und Bedeutung:
| Wort | Aussprache | Bedeutung |
|---|---|---|
| tidy Adjektiv | /ˈtaɪ.di/ | sauber, ordentlich |
| habit Substantiv | /ˈhæb.ɪt/ | Gewohnheit, Gepflogenheit |
| circumstance Substantiv | /ˈsɝ.kəmˌstæns/ | Umstand |
| wire Substantiv | /ˈwaɪɚ/ | Draht |
| craft Substantiv | /ˈkɹæft/ | Schlauheit, Durchtriebenheit |
| consequence Substantiv | /ˈkɑn.sɪ.kwəns/ | Konsequenz, Folge |
| sticky Adjektiv | /ˈstɪki/ | stickig, klebrig |
| disrupt Verb | /dɪsˈɹʌpt/ | durcheinander bringen, stören |
| elsewhere Adverb | /ˈɛlsˌʍɛɹ/ | anderswo |
| broadcast Substantiv | /ˈbɹɔːd(ˌ)kɑːst/ | Sendung, Übertragung |
| friendship Substantiv | /ˈfɹɛn(d)ʃɪp/ | Freundschaft |
| alert Adjektiv | /əˈlɝt/ | aufmerksam, wachsam |
| overcome Verb | /ˌəʊ.vəˈkʌm/ | überwinden, bewältigen |
| breathe Verb | /bɹiːð/ | atmen |
| differently Adverb | /ˈdɪf.ə.ɹənt.li/ | anders |
Phrasal Verbs, die du hören wirst
| Wort | Bedeutung |
|---|---|
| pick up Verb | aufheben, aufnehmen |
| sit down Verb | sich setzen |
| sort out Verb | klären |
| write out Verb | ausschreiben |
Sätze zum Wiederholen
Kurze, vollständige Sätze aus dem Video, die du im Alltag wiederverwenden kannst:
- It's not mystical for me.
- Can you learn new things?
- Can you unlearn certain patterns?
- Can you overcome traumas at any age?
- How do you disrupt the story?
Grammatik in diesem Video
Die Strukturen, die der Sprecher am häufigsten verwendet, mit den genauen Worten aus dem Video:
| Struktur | Im Video |
|---|---|
| Passiv be + Partizip Perfekt – wichtig ist, was geschieht, nicht wer es tut | be remembered · be removed · is consolidated |
| Present Perfect have/has + Partizip Perfekt – eine vergangene Handlung, die jetzt noch wichtig ist | has drawn · have you ever noticed · I've always had |
| Relativsätze who / which + Satz – eine Zusatzinformation über eine Person oder Sache | anyone who wants · person who sends · person who checks |
Aussprache, auf die du achten solltest
Der Sprecher verwendet 58 Kurzformen und abgeschwächte Formen, zum Beispiel I'm, don't, you're. Sprich sie in der kurzen Form, so wie du sie hörst.
- Die „th“-Laute: breathe /bɹiːð/, thread /ˈθɹɛd/, mathematics /mæθ(.ə)ˈmæt.ɪks/, thoughtful /ˈθɔːtfəl/, deathly /ˈdɛθli/
- Die Laute „sh“ und „zh“: friendship /ˈfɹɛn(d)ʃɪp/, notion /ˈnoʊʃən/, unusual /ʌnˈjuːʒ(u)əl/, passion /ˈpæʃən/, essentially /ɪˈsɛnʃəli/
- Lange Wörter – auf die Betonung achten: differently /ˈdɪf.ə.ɹənt.li/, intensity /ɪnˈtɛnsɪti/, energetic /ˌɛn.əɹˈdʒɛt.ɪk/, adolescent /ˌæd.əˈlɛs.ənt/, unusual /ʌnˈjuːʒ(u)əl/
Laute, die Deutschsprachigen schwerfallen:
- /w/ — mit runden Lippen, nicht wie das deutsche „w“ (/v/): wire /ˈwaɪɚ/, consequence /ˈkɑn.sɪ.kwəns/, whereas /(h)wɛɹˈæz/, subsequent /ˈsʌbsɪkwənt/, wisdom /ˈwɪzdəm/
- Stimmhafter Auslaut — /b/, /d/, /g/, /z/, /v/ am Wortende nicht verhärten: encourage /ɪnˈkʌɹ.ɪd͡ʒ/, thread /ˈθɹɛd/, whereas /(h)wɛɹˈæz/, flood /flʌd/, phrase /ˈfɹeɪ̯z/
- /æ/ — offener als „ä“: habit /ˈhæb.ɪt/, circumstance /ˈsɝ.kəmˌstæns/, craft /ˈkɹæft/, podcast /ˈpɑdˌkæst/, traumatic /tɹɔˈmætɪk/
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 tidy, habit, circumstance.
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.