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As for me, I follow the clear structure of the class that leads to the aim of the lesson.I think it's important that the students follow by the teacher's plan and not able to lose the attention. So Deniz's teaching style is similar to mine.
The most important in planning is to keep the balance of the tasks, not overstudy the different aspects.
When I plan a lesson, I do a plan one lesson at a time, start with aims, use the cousebook + extra exercise(speaking cards) and start with a warmer and leas-in that tend the students to the general idea of the lesson.

1. My planning style is more like Deniz's, I teach young learners twice a week, lessons last for 1 hour, and I always plan each lesson more or less the same, routine is important for young students, especially in the beginning of the lesson, it makes them feel confident, and engaged, if I want to make some new activity, game, I usually plan it for the miidle of the lesson. Logical order of the lesson helps student to stay focused, I usually start by presenting and practising of vocabulary, then we do some speaking practice, listening and grammar.

2. Which qualities do you think are most important in planning a unit of work? Give your reasons. Choose from this list, and add others if necessary:
Of course, all these qualities are important when you are planning a lesson, but I think logic is the most important ( we should understant why we are doing this or that activity? Are they relevant to outcomes, we want to get in the end).

3. When you plan a lesson, do you...
I usually plan two lessons at the time
I start with the aims
I use the coursebook a lot, at least to follow a logic sequence so that they don't get lost.
I don't plan in great detail
I start with the aim and then do a warmer apropriate to the aim (news, quotes...)

4. What advice would you give a new teacher who says, "I spend hours and hours planning a scheme of work: I seem to go round and round, not getting anywhere"?
Be creative! Always ask yourself, what do I want to get at the end? How can I do it? And why this activity is important? Can I Improve it?

1. Whose planning style is most like your own – Deniz's, Paolo's, Erika's or none of these? Why?

My planning style is most like Erika's because I don't usually plan my lessons at all. I allow the lesson flow as it is. Sometimes I look through the topic we are going to work with and prepare some more interesting exercices for fun and for developing the definite skills.


2. Which qualities do you think are most important in planning a unit of work? Give your reasons. Choose from this list, and add others if necessary:
logic
cohesion
balance
relevance
flow
variety

3. When you plan a lesson, do you...
I plan one lesson at a time.
I seldom start with the aims.
I use the coursebook a lot.
I never plan in great detail
I start with a general idea of what will "fit"

1. Whose planning style is most like your own – Deniz's, Paolo's, Erika's or none of these? Why?
My planning style is more like Deniz's, because as a young learners' teacher, I think they need routine in order for them to work properly. From time to time, nevertheless, I like to teach a "special class", but if I do that too often, they don't focus properly.

2. Which qualities do you think are most important in planning a unit of work? Give your reasons. Choose from this list, and add others if necessary:

Balance between routine (logic) and variety would make the perfect class. When they know what is to happen in class, the flow is better.

3. When you plan a lesson, do you...

a. I plan a series of lessons
b. I start with the aims
c. I use the coursebook a lot, at least to follow a logic sequence so that they don't get lost.
d. Terefore, I don't plan in great detail
e. I start with a warmer (news, quotes...)

4. What advice would you give a new teacher who says, "I spend hours and hours planning a scheme of work: I seem to go round and round, not getting anywhere"?

Try to change the approach