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The KSSR stresses learner-centredness, creating a demanding task for beginning English Language teachers to address varied needs. English Language Teaching research categorises learners by proficiency (HEP, SEP, LEP). 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This uniqueness can be physical, emotional, intellectual and/or spiritual. It follows then that in any given learning environment each learner has unique abilities and needs. Consequently, classrooms everywhere, even if they are streamed, are of a mixed-ability nature. Having recognised this factor in learning, the KSSR (Kurikulum Standard Sekolah Rendah) emphasises learner-centredness. It is a daunting responsibility for a beginning English Language (EL) teacher faced with the task to cater to these varied learning abilities. The ELT (English Language Teaching) fraternity recognises this learning ability and has categorised learners as HEP (High English Proficiency), SEP (Some English Proficiency) and LEP (Low English Proficiency) learners. This‘One text, multi tasking’ technique of materials development could help a beginning or even a dedicated EL teacher deal with these individual learning styles while fulfilling many components of the Malaysian pedagogy standards for ELT.  \nKeywords: one text, multi-tasks, ELT  \n1. Introduction  \nThe Textbook Loan Scheme or Skim Pinjaman Buku Teks (SPBT) has been in place since 1975 (BBT, KPM: 2010) . I used them as a student. I found answers written in most of them. I did not have to think for answers, thanks to my seniors. Although, we were reminded by our teachers not to write in them, I remember defying the reminders.  \nAs a teacher, I rediscovered SPBT textbooks with answers written in them for my students by their seniors. They were regurgitating answers in a similar way which was familiar to me. I wondered if I was producing thinking students. I began to consider the SPBT scheme a deterrent to the critical and creative thinking skills.  \n2. Background of the innovation  \nFor my final academic submission, I identified addressing the mixed-ability nature of Malaysian EL classrooms as the topic for my dissertation. I considered McEldowney’s (1992) Communicative Purposes Language Learning Cycle (CPLLC) grammatical framework as a probable solution. The CPLLC grammatical framework enables the teacher to plan his/her teaching after the communicative purpose(s) of a text has been determined.  \nMcEldowney (ibid: 45) says that we should consider the three main communicative purposes in a language teaching and learning pedagogy. These communicative purposes are instructions, descriptions and narrations. Figure 1 below encapsulates McEldowney’s CPLLC grammatical framework for pedagogical grammar.  \nFigure 1. McEldowney’s CPLLC Grammatical Framework  \nAccording to her (ibid: 46), the communicative purpose of a text and/or discourse is marked by “clusters of appropriate grammatical markers”. These markers are verbs and the forms they take. To help identify these purposes, let us look at these three texts:  \nALLS 4(1):1-12, 2013 2  \nText 1 : Lightly smack each orange on the counter. Cut each one in half. Squeeze into a glass. You may also use a citrus reamer to do this. If you want less pulp, use a hand juicer with a strainer.  \n􀂷 http://allrecipes.com/recipe/fresh-orange-juice/detail.aspx  \nText 2 : The reason why oranges are green in a tropical climate is because the weather rarely gets cold. Because of the lack of cool weather, the chlorophyll remains in the skin of the orange, keeping it green. When an orange is exposed to cool weather while still on the branch, it turns to orange.  \n􀂷 http://www.omg-facts.com","cbCaiduszphTWu8j","https://ap.wps.com/l/cbCaiduszphTWu8j","pdf",437574,12,"English","# Introduction\n## Textbook Loan Scheme (SPBT)\n# Background of the innovation\n## Communicative Purposes Language Learning Cycle (CPLLC)\n## Three example texts and verb forms\n## Imperative for instructions\n## Simple present for descriptions","[{\"question\":\"Why does the paper emphasize mixed-ability classrooms in EL teaching?\",\"answer\":\"Learners have unique physical, emotional, intellectual and/or spiritual abilities, so even streamed classrooms naturally contain mixed abilities and needs.\"},{\"question\":\"What does the KSSR require of English Language teaching approaches?\",\"answer\":\"The KSSR emphasizes learner-centredness, pushing teachers to cater to different learning abilities.\"},{\"question\":\"How does the “One text, multi-tasking” technique support teachers?\",\"answer\":\"It helps teachers address individual learning styles and fulfill multiple Malaysian ELT pedagogy components in a single materials-development approach.\"}]","Advances in Language and Literary Studies - Vol. 4 No. 1 - One Text, Multi-Tasks Meeting the Mixed-Ability Challenge | PDF",1792067852,18]