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Summary：With the continuous development of the liberal education，the requirements for the students majoring in oral English are higher and higher.In order to meet the needs of the society，and also to improve the employment rate of the school，more and more attention has been paid to the oral English teaching of students majoring in kindergarten teachers in secondary vocational schools.However，there are still some problems to be solved in the present oral English teaching of Preschool Teachers in secondary vocational schools.This paper analyzes the existing problems in oral English teaching and puts forward some effective solutions.
Keywords：Vocational English;preschool education;oral English
With the rapid development of the market economy，people's living standards are improving day by day，and at the same time，it is also driving the development of preschool education.The demand for preschool teachers' spoken language teaching level is also getting higher and higher.Therefore，in order to meet the needs of social development，at the same time，in order to improve the employment rate of secondary vocational school students，it is necessary to strengthen the oral English teaching of Preschool normal school students，actively explore effective teaching methods and adopt diversified teaching methods，improving the oral English level of the students majoring in kindergarten teachers in secondary vocational schools.
English course teaching is an important part of secondary vocational school teaching，and it is a compulsory cultural course for students of Secondary Vocational School.The purpose of running secondary vocational schools is to cultivate "practical"，"practical" and "innovative" talents，with the continuous progress of society and the rapid development of market economy，the influence of English on People's daily life is increasing day by day，and people from all walks of life attach more importance to English.At the same time，the proportion of English test has been reclassified to improve the proportion of oral English test，which fully reflects the importance of oral English.But according to the related investigation results，there are some problems that need to be solved urgently in oral English teaching in many secondary vocational schools，the phenomenon of "Dumb English" is common in English teaching，the teachers are seriously influenced by the traditional teaching idea，in order to pursue the high score of the written test，they still adopt the "cramming" teaching method，the classroom teaching is boring，the interaction between teachers and students in the classroom is lacking，they do not pay attention to the practice of oral English teaching，and lack of bold innovation in oral English teaching methods，which leads to the students' oral English level can not be effectively improved. As far as the present occupation of kindergarten teachers in secondary vocational schools is concerned，the English proficiency of students graduating from kindergarten teachers in recent years is not high，most students do not pay attention to oral practice in English learning.
Therefore，parents are more willing to send their children to those specialized English training institutions.Therefore，it is an urgent problem to train kindergarten teachers who can master fluent standard of spoken English and to improve their oral English expression ability.According to the relevant investigation，there are still some problems to be solved in oral English teaching in Secondary Vocational Schools：firstly，cognitive strategy，poor language foundation，small vocabulary，the Weak Grammar Foundation seriously affects the oral expression ability.Second，the teaching form of spoken language is single，now most of the classroom education，but also limited to the control of textbooks，simple sentence simulation of this basic，boring form.The lack of creating a real situation in class leads to mechanical and boring language training in oral English class.Thirdly，oral English teaching lacks real language communication.The cultivation of students'real situation dialogue is neglected in oral English teaching.Many students have no actual dialogue experience，because the ability of oral expression is greatly influenced by psychological factors，and most students have no actual dialogue experience，will lack self-confidence，will have anxiety，shyness，and even have psychological barriers of fear，over time dare not speak English，therefore，the study of the lack of real situation simulation practice.
Although some achievements have been made in oral English teaching for Preschool Normal school students in secondary vocational schools，the results of the current survey indicate that，there are still some urgent problems to be solved in the oral English teaching of the students majoring in preschool teachers in secondary vocational schools.In order to effectively improve the oral English level of the students majoring in preschool teachers，schools need to actively adopt various effective teaching strategies，by adopting diversified teaching strategies，the teaching strategies are constantly reformed and perfected，the students'autonomous learning ability is cultivated，a good learning environment is created for the students，and the students'oral English level is practically improved.
References：
[1]Zheng Liqiu，Li ciping.A study on oral English learning strategies of students in kindergarten teachers 'school [J].Exam weekly，2009（30）
Keywords：Vocational English;preschool education;oral English
With the rapid development of the market economy，people's living standards are improving day by day，and at the same time，it is also driving the development of preschool education.The demand for preschool teachers' spoken language teaching level is also getting higher and higher.Therefore，in order to meet the needs of social development，at the same time，in order to improve the employment rate of secondary vocational school students，it is necessary to strengthen the oral English teaching of Preschool normal school students，actively explore effective teaching methods and adopt diversified teaching methods，improving the oral English level of the students majoring in kindergarten teachers in secondary vocational schools.
English course teaching is an important part of secondary vocational school teaching，and it is a compulsory cultural course for students of Secondary Vocational School.The purpose of running secondary vocational schools is to cultivate "practical"，"practical" and "innovative" talents，with the continuous progress of society and the rapid development of market economy，the influence of English on People's daily life is increasing day by day，and people from all walks of life attach more importance to English.At the same time，the proportion of English test has been reclassified to improve the proportion of oral English test，which fully reflects the importance of oral English.But according to the related investigation results，there are some problems that need to be solved urgently in oral English teaching in many secondary vocational schools，the phenomenon of "Dumb English" is common in English teaching，the teachers are seriously influenced by the traditional teaching idea，in order to pursue the high score of the written test，they still adopt the "cramming" teaching method，the classroom teaching is boring，the interaction between teachers and students in the classroom is lacking，they do not pay attention to the practice of oral English teaching，and lack of bold innovation in oral English teaching methods，which leads to the students' oral English level can not be effectively improved. As far as the present occupation of kindergarten teachers in secondary vocational schools is concerned，the English proficiency of students graduating from kindergarten teachers in recent years is not high，most students do not pay attention to oral practice in English learning.
Therefore，parents are more willing to send their children to those specialized English training institutions.Therefore，it is an urgent problem to train kindergarten teachers who can master fluent standard of spoken English and to improve their oral English expression ability.According to the relevant investigation，there are still some problems to be solved in oral English teaching in Secondary Vocational Schools：firstly，cognitive strategy，poor language foundation，small vocabulary，the Weak Grammar Foundation seriously affects the oral expression ability.Second，the teaching form of spoken language is single，now most of the classroom education，but also limited to the control of textbooks，simple sentence simulation of this basic，boring form.The lack of creating a real situation in class leads to mechanical and boring language training in oral English class.Thirdly，oral English teaching lacks real language communication.The cultivation of students'real situation dialogue is neglected in oral English teaching.Many students have no actual dialogue experience，because the ability of oral expression is greatly influenced by psychological factors，and most students have no actual dialogue experience，will lack self-confidence，will have anxiety，shyness，and even have psychological barriers of fear，over time dare not speak English，therefore，the study of the lack of real situation simulation practice.
Although some achievements have been made in oral English teaching for Preschool Normal school students in secondary vocational schools，the results of the current survey indicate that，there are still some urgent problems to be solved in the oral English teaching of the students majoring in preschool teachers in secondary vocational schools.In order to effectively improve the oral English level of the students majoring in preschool teachers，schools need to actively adopt various effective teaching strategies，by adopting diversified teaching strategies，the teaching strategies are constantly reformed and perfected，the students'autonomous learning ability is cultivated，a good learning environment is created for the students，and the students'oral English level is practically improved.
References：
[1]Zheng Liqiu，Li ciping.A study on oral English learning strategies of students in kindergarten teachers 'school [J].Exam weekly，2009（30）