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The range of resources available will differ between establishments, and from within that a teacher will need to narrow down what is actually 'free' (and in sufficient quantity, e.g. sets of books / worksheets / flashcards / visual aids) at the time of a lesson where they might in any case be suitable by topic and level. Anything remotely electric or electronic can be stimulating provided it works and the content is appropriately pitched and rendered ('modern' students virtually expect some such, though not at the total expense of good traditional live communication ~ a modern corollary to 'too much teacher talk') ... but one always needs a backup plan in case of bugs/gremlins. While cassettes have all-but died the death, most audio material that would once only have come on them will be out there online somewhere (e.g. 'golden oldies', often along with their lyrics). As ever, any such tech should be one's servant rather than master. A tyro TEFL teacher might be overwhelmed by the range of resources available, but should research and experiment judiciously to develop a bank of known and favoured effective resources. The old maxims about audibility / visibility / legibility remain perennially valid: can it be 35 years since my MFL cohort was lectured on body language & class control, yet not reminded to break a new stick of chalk in half before turning to the board? (I already knew, but some others didn't, even then ...)
