TOEFL Listening lecture sample

Social science lecture sample: opportunity cost

Practice a TOEFL-style economics lecture that uses everyday examples to explain an abstract concept.

Matching practice: after this sample, go to Listening Practice Test 3, which includes economics and social science listening passages.

Transcript

Professor: In economics, the word "cost" means more than money paid. Today we are going to use opportunity cost to make that broader meaning precise. Opportunity cost is the value of the best alternative you give up when you make a choice.

Suppose you spend Saturday afternoon working at a campus cafe and earn sixty dollars. The money cost of working may be zero, because you do not pay to work. But the opportunity cost is not zero. Maybe your next-best alternative was studying for a chemistry exam. If skipping that study time lowers your exam score, the lost preparation is part of the cost. Or maybe your next-best alternative was visiting family. Then the forgone family time is the relevant cost.

This is why opportunity cost depends on the decision maker. The same action can have different opportunity costs for different people. A student with no exam next week may face a low cost of working Saturday. A student with a scholarship requirement tied to grades may face a much higher cost.

Opportunity cost also helps explain why economists pay attention to time. Money prices are visible, but time prices are often hidden. Think about a free museum day. The ticket price is zero, but if the line takes two hours, the visit still has a cost. People with flexible schedules may be willing to wait. People with hourly jobs may not, because the time spent in line replaces paid work.

Businesses use the same idea. If a factory uses its machines to make bicycles, it cannot use those same machines at the same time to make scooters. Even if the machines are already owned, their use has an opportunity cost: the profit from the best product not made. Ignoring that cost can make a decision look profitable when it is actually using resources poorly.

So the concept is simple, but it changes how we evaluate choices. Do not ask only, "What did I pay?" Ask, "What was the best alternative I gave up?" That second question is what makes opportunity cost central to economic reasoning.

Question 1: Main idea

What is the lecture mainly about?

AWhy students should work fewer hours during exam week.
BHow opportunity cost expands the meaning of cost beyond money paid.
CHow museums decide whether to offer free admission days.
DWhy factories should make scooters instead of bicycles.

Answer: B. The professor defines opportunity cost and then uses student time, museum lines, and factory production as examples of the same concept.

Question 2: Detail

Why does the professor mention a free museum day?

ATo argue that museums should charge higher ticket prices.
BTo show that most people prefer waiting in line to working.
CTo illustrate that an activity can still have a cost when the money price is zero.
DTo compare public museums with campus cafes.

Answer: C. The museum example makes the hidden time cost visible. The ticket is free, but the two-hour wait replaces another possible use of time.

Question 3: Inference

What would the professor probably say about a factory that ignores the profit from scooters when choosing to make bicycles?

AIt may underestimate the true cost of making bicycles.
BIt is correctly focusing only on costs already paid.
CIt should stop using machines it already owns.
DIt has no opportunity cost because the machines are not rented.

Answer: A. The professor says the machines' use has an opportunity cost: the profit from the best product not made.

Related listening practice