As images and visual information are capable of leading towardthe negotiation of meanings across a widerrange of contexts, they play a progressivelycrucial role in designing materials for language teaching. The present study aimed at assessing the new English high school textbooks entitled Vision 1, Vision 2, and Vision 3 to observe how well they were designed from a content and image point of view. In the present study, to conduct a visual and verbal discourse analysis with a focus on modes of communication, EFL textbook pictures were analyzed under the assumption that visual and verbal discourse representations reflect modes of communication. This study employed a descriptive-quantitative design to identify various subcategories of Kress and Van Leeuwen's model (2006) of visual grammar in multimodal texts and Halliday’s (1985) transitivity system for verbal analysis of multimodal resources applied to Iranian high school textbooks. The English textbooks consist of many different pictures; however, only the pictures meeting both verbal and visual requirements were taken into consideration. A total number of 70 pictures were extracted randomly from the textbooks. The observed instances were sorted and categorized accordingly in a tabular format for the data analysis stage. The frequency and representational, interactive, and compositional modes and their sub-categories were determined at the visual discourse level. Moreover, the frequency and interaction of the transitivity system's main types (i.e. material, psychological, and relational) and minor types (behavioral, verbal, and empirical) were determined at the verbal discourse level.The results of this study revealed that the analyzed visual images were used to represent ideologically selected concepts via indirect modes of communication to link the signifier with the signified. The multimodal analysis also revealed that the textbook pictures served as mediums to transfer some mono-cultural ideological notions to
