Based on the theoretical knowledge of ESP teaching, this paper constructs a vocational demand-oriented ESP teaching model for higher vocational English and analyzes the structure and implementation principles of this teaching model in depth. The non-English major full-time higher vocational students enrolled in 2022 at a regional higher vocational college are selected as the research sample, and they are experimentally grouped. A questionnaire was used to obtain the data for analyzing the effect of the ESP teaching model of the study, and the mean IUT and standard deviation F test in the significance test method were used to test the significance of the collected data. Data summarization: compared to the English interpreting pre-test scores, the mean interpreting score of the experimental group increased by 0.469, and the mean interpreting score of the control group increased by 0.223. The t-statistic of the interpreting post-test scores was 4.105, and the corresponding p-value was 0.003<0.05. There was also a mean score of the experimental group’s English translation post-test scores that was higher than the control group’s score of 5.923, and the value of the p-value was 0.036. Overall, there is a significant difference between the control group and the experimental group in both English translation and English interpretation scores. In order to improve the final ESP teaching model, a reform strategy based on vocational needs is proposed.