P-ISSN: 2710-4966 E-ISSN: 2710-4958 Vol. 4. No. 01 (Jan-Mar) 2024 Page 840-851 Spogmay Nazir PhD Scholar Department of English, Islamia College Peshawar, spogmaynazir@gmail.com Dr Muhammad Umer Assistant Professor Department of English, Islamia College Peshawar Corresponding author email: mummer@icp.edu.pk Mehran Ali Research Scholar, Mphil English (Linguistics), City University of Science and Information Technology, Peshawar, mehranalam89@gmail.com Introduction English being an internationally recognized language spoken by around 1.6 billion people worldwide (Tunariu, 2020) requires effective teaching where it is a second or foreign language. Research is going on to improve the quality of ELT worldwide. Teacher training and lesson planning is a crucial facet of every ELT training program. Research on ELT in Pakistan indicates serious issues in the domain of teaching and assessment. Public schools in Pakistan, have apparently failed so far to adequately develop their learners’ English language proficiency. Students have very poor English speaking skills in the public schools (Khan, 2013). The researchers associate this issue with the training of lesson plans in the public schools. Lesson plan plays a key role in enhancing the teaching-learning process at schools and institutes. Mohan (2007, p. 227) defines a lesson plan as ‘an outline of the important points of a lesson arranged in the order in which they are to be presented to students by the teacher’. Writing a lesson plan includes incorporating content, implementing Abstract: This article reports the training in lesson planning received by Pakistani public and private school English teachers, the implementation of the training in classrooms, and the differences, if any, in their teaching practices in the two settings. The data were collected from male and female English teachers of 40 public and 40 private schools through a questionnaire and semi-structured interviews. The data were subjected to both quantitative and qualitative analysis. The findings revealed that the public school teachers received more training in lesson planning than the private school teachers; however, public school teachers’ implementation of lesson planning was found highly deficient. In addition, the results showed that the increased amount of training received by the public school teachers was mainly associated with the promotion factor, not with the quality improvement of their teaching. The results further revealed that the private school teachers were better equipped with modern teaching gadgets and tools as compared with the public school teachers which resulted in marked differences in the teaching practices of the two settings. Therefore, it is recommended that the government should improve the quality of public school lesson plan training and develop a monitoring system that can ensure the implementation of training in the classroom. It is also suggested that public school teachers be provided with adequate resources and modern teaching technology. Keywords: English Language Teaching, Lesson Plan, Government School, Private School, Training of lesson Plan, Teaching Methodology Lesson Planning Training in English Language Teaching: A Comparative Analysis between Public and Private Schools in Peshawar