Developing a model of English language teaching integrating life skills is not an easy task. It should be based on a careful analysis from the field, and sound theories on   language teaching and life skills development.  Otherwise, the emerging model cannot be feasibly applied and will be negatively responded by both teachers and students.  In relation to this, a specific procedure is suggested to develop a model.  In general, the procedure covers three major steps: (1) exploration, (2) development, and (3) Field Testing.  Employing the procedure above, a model of English language teaching integrating life skills was successfully developed. The model shares the following properties: (1) syntax of teaching that refers to the genre-based instruction in which life skills are inserted in between the stages; (2) in respect to the social system, the model promotes a collaborative work and a gradual control over students’ learning; (3) with regard to the system of reaction, the model is responsive to any students’ reaction  and provides a proper treatment on students’ learning difficulties; (4) dealing with the support systems, the model suggests that teachers use a wide array of learning media and resources available within school surroundings,  make a flexible classroom setting, and develop an explicit life skills assessment, in addition to language skills assessment.