If you want to do something pretty well ask someone to help you. In our cases the best help is a good evaluation!

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I can say this question is challenging without any doubts, because we can’t give any answers immediately. It needs to research and learn a lot of information and literature.

Besides, it needs at least fifty years for exploring. Do students (even in 9 grade) really find the answer?

The EQ is partly provocative, i. e. it can engage students of different levels to imagine and guess how their city will change or will be in 50 years. All of them will have different answers and ideas.

Actually, it can become a discussion for one or a couple of lessons. No more.

The EQ is definitely open-ended. I think so because in fact there is no ONE right answer. Furthermore, the students can switch on their imagination and take such things as modern buildings, new technologies that will be in the future city.

However, the question sounds as: “Will the city change…?” and each student can answer: “Yes, it will”. As for me such wording is not suitable for EQ in general.

By the level of authenticity, the question is connected with real life. It touches upon such theme as patriotism (because students will get acquainted with some fact or events of their city).

In spite of it, the EQ is not really relevant. Even scientists can’t guess our future especially in a half of century.

By the level of coherence, I quess this question deals with developing of such skills and aspects as: speaking skills, collaborative and communicative skills, critical thinking and students’ creativity.

This question is not completely cohering with teaching language and needs grammatical and lexical foundation.

By the level of complexity, the question makes project intriguing enough and assumes a lot of work. The question is hard in some sence. It can include all technical and organisational aspects.

I am not sure that it is a problematic question that students must answer.