I'm sure we all have students who don't particularly like doing scales and arpeggios. Shhhhh, don't tell them, but some of us teachers don't like them either! ;) I am a big fan of helping students connect their theory knowledge to their actual pieces of music. So why not implement this into the learning of scales, chords, and arpeggios?
Below is a picture of part f Czerny's "Study in C" (which I believe is a Grade 1 piece for those of you familiar with RCM curriculum). This was taken from the Music Analysis section of my theory textbook. There are a few things missing in the piece, obviously for the purpose of study. But my primary purpose is to highlight the technique that could be taught from this piece.
There are so many things you could teach from this piece, but I'll list just a few:
1. Notice that there is a C pentascale (5-finger) in measure 1, a G pentascale in measure 3, and a bass C pentascale in measure 5. Lots of scale practice there for beginners!
2. Blocked chord recognition in measures 2, 4, and 6. Broken chord recognition in measure 7.
3. Chord inversions.
I am not advocating "sneaking" scales into a student's repertoire so they won't know they are there. Rather I am suggesting that they be actually shown the scales (and be reminded to use the same correct fingering they have been learning separately). When they realize that the "boringness" of scales can be utilized in a pretty piece, that's when music comes alive for them!
With intermediate students, take it a step farther. Get them to transpose the song into various keys. You guessed it- they get scale practice in all kinds of keys!