Multimodality is a research area that has recently gained attention in academic and intellectual communities, because of the interest in understanding the interconnections between various modes of communication in contemporary society. The topic is of great interest for English language teaching, considering the wealth of materials that combine the various modes of communication. The present study focuses on the moving images in an English language course book and other teaching material, with the objective of contributing to investigations on the diversity of modes in multimodal texts. The study follows a qualitative-interpretative paradigm (Erickson, 1996; Moita Lopes, 1994, 1996) as used in the areas of multimodality and applied linguistics. Designed to address questions concerning multiliteracies (Kress, 2000, 2005; Cope e Kalantzis, 2000; Rojo, 2009) and English language teaching, the theoretical structure is based on a social semiotic perspective (Halliday, 1978) of looking into meaning. In this perspective, the elaboration of meaning is treated as a social construct (Halliday and Hasan, 1989; Halliday, 1994; Halliday and Matthiessen, 2004). Social semiotics, as formulated by Halliday in his Systemic Functional Linguistics, thus provides the theoretical support for multimodal studies (Kress e van Leeuwen, 1996, 2006; Kress; 2010; van Leeuwen, 2005) since it shows how modes working together in an interaction can potentially realize meaning in different social, situational and cultural contexts. The study uses two multimodal approaches: a. social semiotic multimodal analysis (Kress, 2009, 2010; Van Leuween, 2005; Kress e van Leuween, 1996, 2006) and b. an interactional multimodal analysis (Norris, 2004, 2009), in order to investigate DVD moving images of a series of English language course books and material and also examine the relationship between the modes in images and the modes in the pedagogical activities for the books. The studies by Baldry and Thibault (2006) for multimodal transcriptions and Norris (2004) for communicative modes investigation provide the methodological support for the analysis. This investigation has several objectives: to identify types of framing and the position of participants within the frames; to set apart the modes; to determine modal configuration; and to place them hierarchically in terms of modal density. The investigation also analyzes the pedagogical activities in the unit and the related moving images. The teaching activities are analyzed considering the relation of the dominant modes with each other and with the corresponding image in each activity. The results of the present study highlight the multimodal character of the moving images, especially the multiplicity of meanings made available through framing, which entails the variety of modes used in social interactions and the different negotiations of meaning between participants. The research shows that, in these materials for English teaching, multimodal literacy is restricted mainly to writing and speaking. The other modes that are present in the moving images are not foregrounded in the teaching activities analyzed. The results point to the need for a pedagogy designed for English teaching that will include the diversity of modes and meanings in teaching materials.