This study determined if a language-based approach using literary texts in teaching English will improve the grammatical competence of Grade 9 students in verbals. To generate data on the level of proficiency and grammatical competence, a pretest and post-test were used to assess the learning outcome of the subjects in the study. Based on the analysis of the data, the results revealed that after the implementation of the language-based approach, the respondents level of proficiency in gerund and infinitive is approaching and they have acquired 50%-60% grammatical competence in both topics while they are proficient is participle and they have acquired 70%-80% grammatical competence. It was concluded that there is a significant difference in the level of proficiency and grammatical competence before and after the implementation of the language-based approach. It was recommended that: In implementing the language-based approach, it is important to pay particular attention in the stylistic analysis of the verbals. The teacher may provide the students with the opportunity to distinguish the pattern of usage of verb tenses and also, to enhance proficiency and acquire competence in verbals and other grammar concepts, teacher may provide rich drills and practices in written activities allowing the students to use the grammar concepts to create their own sentences. Finally, teacher may support instruction with more literary texts, resources, and effective techniques and strategies to encourage active student engagement.