Using a film sequence, even with no dialogue, can help students to see the use of what they are learning.  I use this technique to introduce the "Present perfect", (a tip - change the sequence every year - it's good for you, and even better for the students that you may have had the year before !).

You can tape a sequence from any film, in any language (the dialogue isn't important) ... example: arguement - one person leaves - goes downstairs - gets into his car -  the other person is crying - phone call etc. etc etc .... Teachers know their pupils - choose a sequence which will attract their attention.

After watching the short sequence for the first time, get hold of the telecommand and show the sequence with "frame freeze" followed by the question " What's he going to do ?"  then "What's he doing ?" and the last question, which will also be written on the blackboard, "What has he just done ?"  - the students will recognise "done" if you have thought of preparing this lesson by making them learn the irregular verbs with the past participle since the beginning.  For the last question, "What has he just done ?" .. I have always had at least one reply ... ("just" is very handy for understanding the use, but it's not always easy to eliminate).

Show a picture or a short extract of a film with a well-known actor/actress who is now dead, e.g. Marilyn Monroe, and with a split worksheet ask the pupils to formulate questions and answers. When was she born ? When did she die?  How many films did she make ? How many times did she marry ? etc
Idem with an actor/actress who is still alive... proposing the first question "How many films has she/he made ?

On the board :
Marilyn made 8 films    ---------------Liz Taylor has made 20 films

Marilyn married 3 times -------------- Liz Taylor has married 8 times.

... a lot of students see the difference and understand it, but they are never in a situation to know how to use it in a spontaneous way, as we all know, there is no magic wand, ... when students want to speak in real situations, they are not going to wonder if what they are saying has "a link with the present" or is completely "cut from the past"... yet we have to give guidelines ... the spontaneous "feeling" only comes after having stayed some time in the country.

Of course this is just one type of example, but your students will see the Present Perfect in many more situations in lessons to come.
Try "the video approach" with the principal aim of a change for your students AND for you... but don't expect miracles, just better lessons and less stress.