This study adopts a classroom observation-based case study to explore whether the Natural Approach resolves the "drill-and-silence" issue in English teaching for primary students

who learn three languages (local language as L1

Chinese as L2

and English as an additional L2). Taking an English teacher at a public primary school as the observation object

the study finds that her adaptive strategies

such as culturally anchored input

affective error correction

kinesthetic engagement

and thematic input-output cycles

align with Krashen's Input Hypothesis. These strategies reduced student anxiety

boosted voluntary participation

and alleviated "drill-and-silence." However

mid-term exam pressures forced temporary mechanical drills

as the Natural Approach requires more effort for localized materials and multisensory design. The study concludes that the approach is viable for learners in this region but needs systemic support to balance implicit acquisition and exam demands.