Vocational English as a Second Language (ESL) programs in San Francisco serve at one time a variety of students with differing language levels. Programs fall into three types, based on their trainees' current employment situation: unemployed and without a job site; unemployed but with a job site and verbal commitment to hire if performance during training is satisfactory; and underemployed seeking a change or promotion. To meet the needs of trainees in the three areas, the content objectives of a vocational ESL curriculum are divided into three distinct chronological units: Getting a Job, Holding a Job and Moving Ahead. Within each of the three curriculum units, there are three major divisions: general objectives, language objectives, and contextual areas. The general objectives provide an overview of the unit in terms of the long-term goal to be achieved, the cultural learning to take place, and the level of language sophistication to be attained. The language objectives are divided into five major areas: listening, oral production, reading, writing, and body language. The contextual areas are divided into specific performance objectives necessary to achieve the long-term goal. In the back of this volume there is an appendix of resource materials useful for teachers in vocational ESL. (Author/CFM)