contrary, with 11-12 years, this skills have been fully achieved and the moment for productive creativity has arrived. In this cycle, writing can be given more presence. - We must take into account the multiple intelligences theory in some way. Activities should be varied and it is desirable to cover all the intelligences: Bodily-kinesthetic, interpersonal, intrapersonal, linguistic, logical-mathematical, musical, naturalistic, and spacial (Morgan & Fonseca, 2004). We would like to add the spiritual intelligence and its sub-skills, but still we do not have much literature (Castro Cavero, 2012). Of course, we cannot address all the intelligences in every classroom period, but we should include along the year at least a bit of each, and it would be desirable to do so for each parable / story we work with. Harmer offers a selection of activities for each of the eight intelligences to help teachers in producing of selecting for classroom use (2007:91). Regardless the intelligence they focus on, there are some kind of activities that always work well with primary school children. Songs and chants, games, physical response activities, coloring, cutting, drawing, sticking, smart repetitive stories, and simple, repetitive speaking activities have a clear instructional value. We could very easily match all this activities with one or more intelligences. Our challenge is getting children fully engaged and motivated and, at the same time, cover all grammar objectives we stated from the outset. Through engagement we will develop children skills more easily. There are four language skills: reading, writing, listening and speaking. Reading and listening are receptive skills; writing and speaking are productive (Harmer, 2007). Reading consist in making sense of a written text, whilst listening refers to an oral one. The order we will follow in its presentation is that of the KET examination; there are a lot of materials for its preparation (Dymond, Kenny, & French, 2005) (Cambridge ESOL, 2008) (Cambridge ESOL, 2007). KET examination consists of 3 papers: Reading & Writing (9 parts or exercises included), listening (5 activities) and speaking (2 activities). We will make a few considerations about the features of the activities that we propose based on theoretical grounds but, at the same time, our tendency will be working the parables with activities as similar as possible to those of KET. Our primary aim is to know Jesus teaching on the Kingdom of God, but we can do that at the same time we get ready for KET. Generally speaking, specialists consider children should be introduced into English beginning with listening and speaking, which is the natural process of acquiring language; then, reading and writing come (Phillips, 1993) (Taberski, 2000).
4.1 Reading activities To make sense of a text students have to grasp the meaning of words, sentences, phrases and the text as a whole in itself and, at the same time, the grammatical links between sentences (cohesion). But full understanding of a text implies connecting with prior knowledge (coherence) and widening, if learning occurs. There are also many different ways to read and quite different types of texts that influence reading sub-skills, this is, reading skills that are part of a main one (Cambridge ESOL, 2005) 27
