Questão 2340512

O texto seguinte servirá de base para responder às questões de 16 a 23.

Cold Kimchi Tomato Bibim Noodles

Ingredients

For the sauce

•3 tablespoons tomato paste

•2 tablespoons gochujang

•1 teaspoon kosher salt

•1 1/2 tablespoons sesame oil

•3 tablespoons apple cider vinegar

•3 tablespoons kimchi juice

•1 tablespoon honey

•1 cup chopped kimchi

For the noodles

•150 grams somen noodles

For the toppings

•2 Persian cucumbers, sliced into matchsticks

•1 shallot, minced

•2 cups cherry tomatoes, halved

•2 soft-boiled eggs (7 minutes, jammy yolks)

•4 radishes, thinly sliced

To finish

•Extra sesame oil, for drizzling

•2 tablespoons furikake

•Handful of cilantro

Directions

•Step 1

Make the sauce: In a medium bowl, whisk together the tomato paste, gochujang, salt, sesame oil, vinegar, kimchi juice, and honey until smooth. Stir in the chopped kimchi until evenly coated.

•Step 2

Cook the noodles: Bring a pot of water to a rolling boil. Add the somen noodles and cook for 3 to 4 minutes, until just tender. Drain and rinse under cold water until completely cooled, then shake off excess water.

•Step 3

Toss together: Add the chilled noodles to the sauce bowl. Using tongs, gently mix until each strand is coated in the kimchi-gochujang sauce.

•Step 4

Assemble: Divide the noodles between bowls. Top with cucumbers, shallot, tomatoes, soft-boiled eggs, and radishes.

•Step 5

Finish & serve: Drizzle with a little extra sesame oil, sprinkle with furikake, and top with cilantro. Mix everything together at the table before eating.

https://food52.com/recipes/cold-kimchi-tomato-bibim-noodles

Read the pedagogical context below:

An English teacher is designing a lesson sequence based on the Cold Kimchi Tomato Bibim Noodles recipe, aiming to align with Brazil's Base Nacional Comum Curricular (BNCC) competencies for English language teaching. The BNCC emphasizes developing students' repertoires through contact with linguistic and cultural manifestations, critical language awareness, intercultural communication, and English as a lingua franca. The teacher plans activities exploring the recipe's fusion of Korean, Japanese, and Western ingredients as a metaphor for linguistic and cultural hybridity, discussing food globalization, analyzing how recipes constitute intercultural texts, and having students create their own fusion recipes using Brazilian ingredients. Regarding the BNCC's theoretical framework and contemporary approaches to English language teaching that reject native-speaker models and emphasize pluricentric, decolonial perspectives, which pedagogical approach best exemplifies BNCC-aligned practice?