I think you must mean doing repetitive structure drills, eh, Gyb? First and foremost and always do drills that have real meaning that the students can see. This way, the language relates to an actual event and the process of language is being burned into the brain more quickly.
The other good thing about this is that you don't need any sites and you don't have to worry about making someone else ideas work for you. As a native speaker you can design any number of drills using real life everyday actions.
Vil's recent posting on verbs describing head movements, is an excellent example of a lesson that could easily be expanded to any number of potentially valuable English lessons. I'll try to locate it and post it for you.
to turn o’s head
to shake o’s head
to nod o’s head
to nod in assent
to lift o’s head
to lift up o’s head
to raise o’s head
to rear o’s head
to carry o’s head high
to lower o’s head
to drop o’s head
With these, and they are only a portion of Vil's examples, you could have lessons for a week a month a year!
Drill: present continuous, past tense, be going to/will, be about to, want to, has/have to, needs to, subjunctive/conditionals, modals denoting certainty/modals denoting deontic uses, ...
Now Vil is a really smart guy but he isn't a native speaker and yet, look what he's created [I assume that I'm correct in that you're a guy, right, Vil?]. You as a native speaker can also put together your own lists of actions that students can practice in the classroom.
Go for it, Gyb!
Geeze, I hope I was right about 'drilling' or I've wasted a whole lot of my time and everyone else's.