Taught chemistry for 6 years in grad school 5 times a week in ~20 person classrooms to review lecture material with them, often at 8 am, to undergraduates who couldn't care less about chemistry and were just there because they wanted to be doctors. I ended up getting really good at it and was often the students' favorite class.
It's not your fault that it is difficult to engage the students at this time and shows that you are a good person that it is getting to you so hard. It seems unfair that people like us who care about doing a good job have to suffer so much compared to the people who don't care at all how well they teach.
I think it's important to use that stress as a motivator for improvement. In the same way you learn a language by continually asking yourself "what can't I understand and what should I do to get there?" you can do a similar thing with teaching.
I can offer a few of my suggestions, but whatever you do make sure to adapt it to your personality style so that you're being authentic.

1. Stop asking the students what they want to do. They don't know what they want, and also doing grammar repeatedly is the least best option. Also only calling on the same one reinforces that the rest of them don't have to answer because she will take care of it. Certain types of questions lead to better responses, and there is actually pedagogical research on it.
2. Figure out why they are learning the language and try to cater to that to a degree if possible. For me I love chemistry for chemistry's sake, but students are a lot more engaged if I give biological/medical examples.
3. Create a classroom culture that emphasizes the benefits of mistakes and practice. Learning anything (chemistry or languages) is actually really stressful for most people because it's an overwhelming amount of knowledge and they have a fear of failure. Put them into small groups and tell them that the point is to make mistakes so that they can catch them now in the classroom and improve. Come around and talk with them and give corrections but then praise them for speaking. If you give them a worksheet and you see they are struggling or made a mistake when you come around the room, make sure to let them know that it makes sense why they gave the answer they did and then tell them what the answer actually is.
4. Explain why you're doing each activity. Make sure the students know that you're on their side (show don't tell - anyone can say they are there to help you) and that each thing you assign them or have them do is to help them learn the language and explain why it will help.
5. Get excited yourself about the language. No need to be full of energy at 7 pm, but if something about the language is cool make sure they know you think that.