In recent years, discourse analysis has attracted the attention of many researchers at home and abroad. As an important field of discourse analysis, classroom discourse analysis has been the focus of research since the 1970s.

Teachers' classroom discourse is of great importance to teachers' teaching organization and students' language acquisition. The quality of English education are directly related to the language used by teachers in class. So far, there have been a large number of researches on teachers' classroom discourse, some of which focus on the attitude resources and their interpersonal meanings in teachers' classroom discourse, but the realization process of the interpersonal meanings of the attitudinal resources has not been systematically discussed.

In order to make up for this deficiency, this paper studies the classroom discourse of senior high school English teachers from the perspective of appraisal theory with the help of the functional framework of foreign language classroom discourse.

This study is in the perspective of appraisal theory and using the methods of discourse analysis, to analyze teachers' discourse in high school English classes. Specifically, this paper studies the attitudinal resources in the 10 cases of the 14th (2020) High School English Basic Skills Competition, focusing on the distribution of attitude resources, discourse function and interpersonal meaning.

The main findings of this study are as follows: In general, the total number of appreciation resources in attitudinal system in teachers' classroom discourse is much higher than that of affect resources and judgment resources. The total number of judgment resources is the second, and the affect resources are the least. The research finds that in terms of interpersonal meaning, attitude resources mainly have the following types of interpersonal meaning: First, when attitudinal resources perform the classroom discourse functions such as question, direct explanation, comment and further explanation, they can lead students to independently discover and construct values. In addition, in the direct explanation, attitudinal resources can also make the teacher's explanation more vivid and help to form close relationship between teachers and students. Second, attitudinal resources are helpful to encourage students and promote the harmonious teacher-student relationship by expressing teachers' affection or affirmation of students' toughness, ability and potential when performing evaluation and comment. In addition, concise comments can give feedback to students in a timely manner. Specific comments are more sincere and show teachers' respect for students. Third, when performing the function of instruction and nomination, attitudinal resources can weaken the compulsiveness of instruction, make instruction more amiable and easier to be accepted by students, and facilitate the construction of equal teacher-student relationship. Fourth, when attitudinal resources perform the function of turn-taking, they can create a rhythmic class so that teachers and students can relax and communicate smoothly. Fifth, when attitudinal resources perform verification function, they can help teachers judge students' understanding level, and then judge the course progress, and promote the reasonable implementation of classroom activities. Sixth, when attitudinal resources perform the function of confirmation and verification, they can help teachers confirm students' semantics and avoid teachers' misunderstanding of students' discourse. However, the study found that teachers abuse attitudinal resources in classroom discourse, which may have a negative impact on the teacher-student relationship.