This research investigates the use of movies as a multimodal instrument of learning in the EFL classroom. To achieve this objective, this study uses a theoretical framework based on the following: knowledge as social construction, language as a social-semiotic phenomenon and multimodality in the pedagogical context. The method for the study is based on the constructivism paradigm and uses the multimodal analytical framework by Royce (2002) and the task analytical framework by Ticks (2005). The data analysis includes five movie segments on the attached DVD (in pocket on back cover) and five tasks related to them. While analyzing and discussing the data, according to the theoretical framework above, this research shows that the movie segments and tasks related to them may be considered examples of how the linguistic and visual modes of representation complement one another and mediate the social activities with which learners engage throughout the learning process, offering learners the possibility to construct knowledge of the English language. This implies that movies may be used as a multimodal resource to learning, since they give the opportunity to make our local practice in the classroom open to the world and relevant not only for the content that is taught, but for the possibility for learners and teachers to experience language learning through a multimodal perspective.