FGV/CONHECIMENTO–2022–SENADO FEDERAL–ANALISTA LEGISLATIVO (ADMINISTRAÇÃO) –LÍNGUA INGLESA–GABARITO, TEXTOS TRADUZIDOS & AQUISIÇÃO DE VOCABULÁRIO.

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❑  PROVA DE LÍNGUA INGLESA:

• FGV/CONHECIMENTO-2022-SENADO FEDERAL–ANALISTA LEGISLATIVO (ADMINISTRAÇÃO).

❑ ESTRUTURA-PROVA:

• 7 MCQs (Multiple Choice Question) / 5 Options Each Question.

PROVA, TRADUÇÃO, GABARITO & MUITO VOCABULÁRIO

❑ PROVA:

❑ TRADUÇÃO-TEXTO 1:

Empowering the workforce of tomorrow:

Capacitar a força de trabalho do amanhã:

The role of business in tackling the skills mismatch among youth

O papel das empresas no enfrentamento da incompatibilidade de habilidades entre os jovens

The future of work is changing fast. Technology, socioeconomic trends, and developments and crises like COVID-19 are changing the world of work and the demand for skills at a pace and depth that poses serious challenges to people, business, and society.

O futuro do trabalho está mudando rapidamente. Tecnologia, tendências socioeconômicas e desenvolvimentos e crises como a COVID-19 estão mudando o mundo do trabalho e a demanda por habilidades em um ritmo e profundidade que representam sérios desafios para as pessoas, empresas e sociedade.

Young people and future generations, especially when they are from disadvantaged groups, are disproportionately affected by these disruptions.

Jovens e gerações futuras, especialmente quando são de grupos desfavorecidos, são desproporcionalmente afetados por essas interrupções.

A key challenge to shaping a sustainable future of work is addressing the skills mismatch among youth. Despite young people around the world being more educated than ever before, hundreds of millions of individuals are coming of age and finding themselves unemployed and unemployable, lacking the right skills to take up the jobs available today and, even more, the skills that will be needed in the future.

Um desafio fundamental para moldar um futuro sustentável do trabalho é lidar com a incompatibilidade de habilidades entre os jovens. Apesar de os jovens em todo o mundo estarem mais educados do que nunca, centenas de milhões de indivíduos estão chegando à maioridade e se encontram desempregados e inempregáveis, sem as habilidades certas para assumir os empregos disponíveis hoje e, ainda mais, as habilidades que serão necessárias no futuro.

Neglecting the skills mismatch among youth can result in young people feeling disenfranchised and disillusioned about their prospects in the labor market, fueling social unrest, stunting economic growth and ultimately creating a more volatile operating environment for business.

Negligenciar a incompatibilidade de habilidades entre os jovens pode fazer com que os jovens se sintam marginalizados e desiludidos sobre suas perspectivas no mercado de trabalho, alimentando a agitação social, prejudicando o crescimento econômico e, finalmente, criando um ambiente operacional mais volátil para os negócios.

In contrast, by equipping youth with relevant skills, businesses can empower young people, support their access to employment opportunities and enable them to thrive personally, professionally and as active members of society.

Em contraste, ao equipar os jovens com habilidades relevantes, as empresas podem empoderá-los, apoiar seu acesso a oportunidades de emprego e capacitá-los a prosperar pessoal, profissionalmente e como membros ativos da sociedade.

Investing in the skills of young people has an essential role to play in helping to realize the ambitions of the Sustainable Development Goals (SDGs) and the World Business Council for Sustainable Development’s (WBCSD) Vision2050, which aims to create a world where over 9 billion people live well and within planetary boundaries by mid-century.

Investir nas habilidades dos jovens tem um papel essencial a desempenhar para ajudar a concretizar as ambições dos Objetivos de Desenvolvimento Sustentável (ODS) e da Visão 2050 do Conselho Empresarial Mundial para o Desenvolvimento Sustentável (WBCSD), que visa criar um mundo onde mais de 9 bilhões de pessoas vivam bem e dentro dos limites planetários até meados do século.

• "by mid-century" – até meados do século.

From: https://www.unicef.org/media/103176/file/ Empowering%20the%20workforce%20of%20tomorrow.pdf

18 – (FGV/CONHECIMENTO–2022–SENADO FEDERAL–ANALISTA LEGISLATIVO) Based on Text I, mark the statements below as true (T) or false (F).

( ) According to the text, the world of work is hardly being affected by current adversities.

( ) Young people who have the opportunity to graduate are more prepared for the jobs of the future.

( ) The problem of skills mismatch stretches beyond national borders. The statements are, respectively,

(A) T – F – T.

(B) F – F – T.

(C) F – T – T.

(D) F – T – F.

(E) T – F – F.

      Comentários e Gabarito    C  
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

19 – (FGV/CONHECIMENTO–2022–SENADO FEDERAL–ANALISTA LEGISLATIVO) In the title, “tackling” implies that this is an issue businesses should be

(A) leaving out.

(B) passing over.

(C) dealing with.

(D) disposing of.

(E) shrinking from.

      Comentários e Gabarito    C  
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

20 – (FGV/CONHECIMENTO–2022–SENADO FEDERAL–ANALISTA LEGISLATIVO) The phrase “skills mismatch” indicates that there is a(n)

(A) liability.

(B) dullness.

(C) evenness.

(D) imbalance.

(E) swindling.

      Comentários e Gabarito    C  
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

21 – (FGV/CONHECIMENTO–2022–SENADO FEDERAL–ANALISTA LEGISLATIVO)

• The extract “stunting economic growth” (2nd paragraph)

implies

(A) hindering.

(B) spreading.

(C) arousing

(D) boosting.

(E) keeping.

      Comentários e Gabarito    C  
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

22 – (FGV/CONHECIMENTO–2022–SENADO FEDERAL–ANALISTA LEGISLATIVO) “Despite” in

• “Despite young people around the world being more educated”

can be replaced without change in meaning by

(A) since.

(B) besides.

(C) altogether.

(D) throughout.

(E) notwithstanding.

      Comentários e Gabarito    C  
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

❑ TEXTO 2: Read Text and answer the two questions that follow it.

• https://dilbert.com/strip/2022-08-28Lawyer Burnout Is Still An Issue in 2021

23 – (FGV/CONHECIMENTO–2022–SENADO FEDERAL–ANALISTA LEGISLATIVO) The gist of this comic strip is the fact that

(A) Dilbert set too many hurdles quite wittingly.

(B) Tina believed Dilbert was too clever to be of help.

(C) Dilbert thought the request was unreasonably odd.

(D) Dilbert realized Tina would be asking something trivial.

(E) Tina knew beforehand that the favour she asked was very complex.

      Comentários e Gabarito    A  
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

The gist of this comic strip is the fact that

A essência desta história em quadrinhos é o fato de que

(A) Dilbert set too many hurdles quite wittingly.

Dilbert colocou muitos obstáculos de forma bastante consciente.

(B) Tina believed Dilbert was too clever to be of help.

Tina acreditava que Dilbert era inteligente demais para ajudar.

(C) Dilbert thought the request was unreasonably odd.

Dilbert achou o pedido irracionalmente estranho.

(D) Dilbert realized Tina would be asking something trivial.

Dilbert percebeu que Tina estaria pedindo algo trivial.

(E) Tina knew beforehand that the favour she asked was very complex.

Tina sabia de antemão que o favor que ela pediu era muito complexo.

>> TRADUÇÃO:

• TINA:
• Can you do me a favor?
• Você pode me fazer um favor?
• DILBERT:
• That would depend on many things.
• Isso dependeria de muitas coisas.
• For example, I would need to know if the favor is a reasonable one, such as borrowing, a stick of gum ...
• Por exemplo, eu precisaria saber se o favor é razoável, como um empréstimo, um chiclete...
• ... or is it more along the lines of "help me build an operating system from scratch"?
• ... ou seria mais algo como "me ajude a construir um sistema operacional do zero"?
• Then I would need to compare your request to all other uses of my time.
• Então eu precisaria comparar sua solicitação com todos os outros usos do meu tempo.
• I also need to take account my feelings about you personally.
• Também preciso levar em conta meus sentimentos sobre você pessoalmente.
• For example, I might harbor negative feelings a person who asks me to do something before telling me what it is.
• Por exemplo, posso abrigar sentimentos negativos em relação a uma pessoa que me pede para fazer algo antes de me dizer o que é.
• TINA:
• I'll ask someone else.
• Vou perguntar a outra pessoa.
• DILBERT:
• Try someone dumber.
• Tente alguém mais burro.

24 – (FGV/CONHECIMENTO–2022–SENADO FEDERAL–ANALISTA LEGISLATIVO) The main verb in

• “I might harbor negative feelings”

is similar in meaning to

(A) feign.

(B) voice.

(C) rouse.

(D) hold.

(E) vent.

      Comentários e Gabarito    D  
TÓPICOS - VOCABULÁRIO & RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

The main verb in

O verbo principal em

• “I might harbor negative feelings”
• Eu posso abrigar/guardar sentimentos negativos.

is similar in meaning to

é similar em significado a

(A) feign. fingir, simular, inventar

(B) voice. expressar.

(C) rouse. despertar, provocar, suscitar.

(D) hold. segurar, manter, aguentar, guardar

(E) vent. desabafar, extravasar.

>> "TO HARBOR" sinônimo de "to house"(abrigar, hospedar), "to shelter"(abrigar, acolher), "to accommodate"(acomodar). [www.merriam-webster.com].

FURB/2019 – SME/PM/GUABIRUBA – PROFESSOR ACT – LÍNGUA INGLESA – PROVA COM GABARITO.

www.inglesparaconcursos.blog.br

❑ PROVA DE LÍNGUA INGLESA:

• FURB/2019-SME/PREFEITURA DE GUABIRUBA-PROFESSOR ACT.

❑ ESTRUTURA-PROVA:

• 10 MCQs (Multiple Choice Questions) / 5 Options Each Question.
• Texto – | Three-parent baby | http://en.wikipedia.org |

❑ TEXTO 1: Which alternative presents the correct option to complete the blanks in the text below, according to cohesion and coherence:

❑ TRADUÇÃO - TEXTO 1:

Born in poverty, he moved with his family to Indiana and Illinois.

Nascido na pobreza, mudou-se com a família para Indiana e Illinois.

Largely self-taught, he became a lawyer.

Em grande parte autodidata, tornou-se advogado.

He served in the state legislature (1834-41), moving to Springfield, during his tenure, and in the U.S House of Representatives (1847-49).

Serviu na legislatura estadual (1834-41), mudando-se para Springfield, durante seu mandato, e na Câmara dos Deputados dos EUA (1847-49).

A supporter of the new Republican Party in its antislavery stand in 1858 he ____ for U.S. Senate against the incumbent, Stephen A. 

Um defensor do novo Partido Republicano em sua posição antiescravista em 1858, ele ____ para o Senado dos EUA contra o titular, Stephen A.

Douglas though he was unsuccessful, their eloquent debates _______ Lincoln to national attention.

Embora Douglas não tenha tido sucesso, seus debates eloquentes _______ Lincoln chamaram a atenção nacional.

In 1860 he won the Republican presidential nomination and was elected president.

Em 1860 ele ganhou a indicação presidencial republicana e foi eleito presidente.

Though Lincoln ____ expressed a moderate view on slavery during the campaign, opposing only its extension into new states, the South seceded and the Civil War began in 1861.

Embora Lincoln ____ tenha expressado uma visão moderada sobre a escravatura durante a campanha, opondo-se apenas à sua extensão a novos estados, o Sul separou-se e a Guerra Civil começou em 1861.

The war dominated Lincoln’s administration.

A guerra dominou a administração de Lincoln.

To unite the North and influence foreign opinion, he issued the landmark Emancipation Proclamation in 1863.

Para unir o Norte e influenciar a opinião estrangeira, ele emitiu a histórica Proclamação de Emancipação em 1863.

His extraordinary Gettysburg Address later that year further ennobled the war's purpose; it contains the most celebrated language ____ spoken by an American politician.

Seu extraordinário discurso de Gettysburg no final daquele ano enobreceu ainda mais o propósito da guerra; contém a língua ____ mais famosa falada por um político americano.

He was re-elected in 1864, and in his eloquent Second Inaugural Address he ______ for moderation in reconstructing the South and in building a harmonious Union. 

Ele foi reeleito em 1864, e em seu eloquente Segundo Discurso Inaugural ele ______ pela moderação na reconstrução do Sul e na construção de uma União harmoniosa.

Five days after the war's end, he was shot by the

fanatic John Wilkes Booth.

Cinco dias após o fim da guerra, ele foi baleado pelo fanático John Wilkes Booth..

His reputation among U.S. presidents remains unsurpassed.

Sua reputação entre os presidentes dos EUA permanece insuperável.​

19 – (FURB/2019-SME/PM/GUABIRUBA-PROFESSOR ACT) Check the alternative with the correct sequence:

(A) Went – gave – was – in – made.

(B) Did – put – that – never – told.

(C) Was – did – has – only – spoke.

(D) Ran – brought – had – ever – called.

(E) Were – bought – has – ever – was.

 👍   Comentários e Gabarito    D  
TÓPICO - RELAÇÃO SEMÂNTICA COM TRECHO DO TEXTO:

20 – (FURB/2019-SME/PM/GUABIRUBA-PROFESSOR ACT)

The group of words

• “See and Sea”, “Tale and Tail”, “Where and Wear”

are examples of:

(A) False friends.

(B) Key words.

(C) Contrastive stress.

(D) Homophones.

(E) Verb patterns.

 👍   Comentários e Gabarito    D  
TÓPICO - HOMOPHONES (HOMÓFONAS) - SONORIDADE IGUAIS E SIGNIFICADOS DIFERENTES:

• See and Sea”, “Tale and Tail”, “Where and Wear”

are examples of:

(A) False friends.

(B) Key words.

(C) Contrastive stress.

(D) Homophones.

(E) Verb patterns.

21 – (FURB/2019-SME/PM/GUABIRUBA-PROFESSOR ACT)

The group of words

• “rock hard”, “soft boiled”, “melting point”

are examples of:

(A) Compounds.

(B) Antonyms.

(C) Idioms.

(D) Contrastive stress.

(E) Lexical sets.

 👍   Comentários e Gabarito    A  
TÓPICO - VOCÁBULOS COMPOSTOS:

O grupo de palavras

• “rock hard” (duro como rocha), “soft boiled"(fervido suave), “melting point”(ponto de fusão)

são exemplos de

(A) Compounds.

Compostos.

(B) Antonyms.

Antônimos.

(C) Idioms.

Expressões idiomáticas.

(D) Contrastive stress.

Estresse contrastivo.

(E) Lexical sets.

Conjuntos lexicais.

22 – (FURB/2019-SME/PM/GUABIRUBA-PROFESSOR ACT) What is the alternative that presents the correct text about technologies for English language teaching?

( ) Benefiting thousands of students in classrooms around the world. For many students and teachers, this solution is not new, but its use has become increasingly creative and relevant in the school context. It allows us to explore additional resources within the courseware, as well as being another tool in the teacher's service to capture attention and promote student engagement.

( ) While teachers have to battle for the attention of students in the classroom, it is also well known that the long, expository lecture model is dated. The way we consume content has undergone a major transformation over the last few decades. For new generations, bombarded by different content and information all the time - and in different media - it has become challenging to focus on one task for long periods of time. The social networks themselves offer evidence of this change: Twitter, with its posts up to 280 characters; or Snapchat, with its short images and videos that expire in 24 hours. In this context came the expression microlearning. This technology is the fragmentation of educational content so that it is more easily assimilated by the student. It’s is ideal for digital format, whether it is for content exposure or for reviewing concepts explored during class, through videos, games, animations, etc.

( ) It is already possible to glimpse this technology, especially among children and adolescents. Whenever they are connected, young people are receiving or streaming this technology: Evidence of this reality is the phenomenon of YouTubers. In the educational context, it is possible to follow this trend seeking to offer hangouts (debates and live broadcasts), video lessons, animations and video calls that enable contact with people from different places, realities, etc. Also, encouraging students to produce content in this technological tool format can be a way to generate greater engagement.

( ) Many schools and many teachers find it difficult to handle with this technology in the classroom. When rules of use are not established early in the year, or when they are not clear to students, it is very easy for it to become a discipline issue. There are many applications for educational purposes, many offered by schools themselves and education systems. Digital books, augmented reality, educational games, animations, video lessons and problem solving are just some of the features that can be accessed through that. Generation Z students are immersed in technology 24 hours a day. Going forward, the trend is to find more teachers and students using this technology in the classroom, with educational goals.

(A) Argumented reality, microlearning, video communication, mobile use

(B) Microlearning, mobile use, inverted classroom, video communication

(C) Inverted classroom, microlearning, video communication, argumented reality

(D) Microlearning, Inverted classroom, mobile use, argumented reality

(E) Inverted classroom, argumented reality, video communication, chats

 👍   Comentários e Gabarito    A  
TÓPICO - TIPOS DE TECNOLOGIAS PARA O ENSINO DA LÍNGUA INGLESA:

(A) Argumented reality, microlearning, video communication, mobile use

Realidade argumentada, microaprendizagem, videocomunicação, uso de celular

(B) Microlearning, mobile use, inverted classroom, video communication

Microaprendizagem, uso de celular, sala de aula invertida, comunicação por vídeo

(C) Inverted classroom, microlearning, video communication, argumented reality

Sala de aula invertida, microaprendizagem, videocomunicação, realidade argumentada

(D) Microlearning, Inverted classroom, mobile use, argumented reality

Microaprendizagem, Sala de aula invertida, uso de celular, realidade argumentada

(E) Inverted classroom, argumented reality, video communication, chats

Sala de aula invertida, realidade argumentada, videocomunicação, chats

23 – (FURB/2019-SME/PM/GUABIRUBA-PROFESSOR ACT)

The group of words

• rare and hair, meat and street, money and sunny

are examples of:

(A) Key words.

(B) Homophones.

(C) Rhymes.

(D) Linking words.

(E) Affixation.

 👍   Comentários e Gabarito    C  
TÓPICO - RHYMES (RIMAS) - SONORIDADES SEMELHANTES:

24 – (FURB/2019-SME/PM/GUABIRUBA-PROFESSOR ACT) Which of the sentences below express the correct use of “could”:

I - That could be Judith on the phone = to express present possibility

II - I could hear a funny noise coming from somewhere in the engine = to express past ability

III - It could snow! Look at the sky! = to express future possibility

IV- you could try asking me before you use my comb, you know. = to give permission

Check the correct alternative:

(A) Only II and III are correct.

(B) Only I, II and III are correct.

(C) Only I and II are correct.

(D) I, II, III and IV are correct.

(E) Only III and IV are correct.

 👍   Comentários e Gabarito    B  
TÓPICO - USO DE VERBO MODAL - COULD:

I - That could be Judith on the phone = to express present possibility

Pode ser Judith ao telefone. (expressa possibilidade presente) (CORRETA).

II - I could hear a funny noise coming from somewhere in the engine = to express past ability

Eu pude ouvir um barulho engraçado vindo de algum lugar do motor. (= expressar capacidade passada) (CORRETA).

III - It could snow! Look at the sky! = to express future possibility

Pode nevar! Olhe para o céu! (expressa possibilidade futura) (CORRETA).

IV- you could try asking me before you use my comb, you know. = to give permission

você poderia tentar me perguntar antes de usar meu pente, sabe. (= dar permissão) (ERRADA) (no contexto, o correto é pedir permissão)

25 – (FURB/2019-SME/PM/GUABIRUBA-PROFESSOR ACT)

Match the second column according to the first, which refers to the function of the underlined sentences:

Check the correct alternative:

(A) 3 – 2 – 1.

(B) 1 – 2 – 3.

(C) 2 – 1 – 3.

(D) 2 – 3 – 1.

(E) 3 – 1 – 2.

 👍   Comentários e Gabarito    E  
TÓPICO - SENTENÇAS:

1- Give a reason – Dar um motivo

2- Express condition – Expressar condição

3- Show a result – Mostrar um resultado

( 3 ) It was such an enjoyable party that I stayed longer than I’d planned.

Foi uma festa tão divertida que fiquei mais tempo do que havia planejado.

( 1 ) As it might rain at the weekend, I’ve rented a couple of DVDs.

Como pode chover no final de semana, eu aluguei alguns DVDs.

( 2 ) Provided you pay me back next week, I’ll lend you the money.

Desde que você me pague na próxima semana, eu lhe empresto o dinheiro.

26 – (FURB/2019-SME/PM/GUABIRUBA-PROFESSOR ACT) What is the correct sequence for the stress patterns below:

Check the correct alternative:

(A) Only II and III are correct.

(B) Only I, is correct.

(C) Only I and IV are correct.

(D) Only I and III are correct.

(E) Only III and IV are correct.

 👍   Comentários e Gabarito   C 
TÓPICO - SÍLABA ESTRESSADA:

I- international – vegetarian (CORRETA)(silaba estressada = antepenúltima)

II- extravagante – presentation

III- apartamento block – public transportation

IV- calculator – supermarket

38 – (FURB/2019-SME/PM/GUABIRUBA-PROFESSOR ACT)

According to the picture, what is the correct possessive pronoun to use?

(A) Ours.

(B) Our.

(C) Their.

(D) Theirs.

(E) My.

 👍   Comentários e Gabarito   B 
TÓPICO - POSSESSIVE ADJECTIVES - ADJETIVOS POSSESSIVOS - (My, Your, His, Her, Its, Our, Your, Their):

A lacuna vem antes de um substantivo (BIKES). Sendo assim, gramaticalmente cabe na referida lacuna o adjetivo possessivo "OUR" que concorda contextualmente com o possuidor "WE".

• Hey! Those are our bikes!! – Ei! Essas são as nossas bicicletas!!

39 – (FURB/2019-SME/PM/GUABIRUBA-PROFESSOR ACT) What is the correct option to complete the sentence below?

• The movie was ________ the book.

(A) As good as.

(B) Gooder.

(C) The best.

(D) As good than.

(E) The better than.

 👍   Comentários e Gabarito   A 
TÓPICO - FORMA COMPARATIVA:

Cabe a forma  comparativa  na lacuna que está entre 2 substantivos (THE MOVIE vs THE BOOK).

(A) As good as. (comparativo de igualdade)

(B) Gooder. (não existe "Gooder" e sim "better")

(C) The best. (The best é superlativo e não cabe contextualmente na sentença)

(D) As good than. (não existe "As good than" e sim "As good as")

(E) The better than. (não existe "The better than" e sim "The best")

EXPRESSÃO IDIOMÁTICA — TO GRILL SOMEONE ABOUT SOMETHING — FGV/2008/SF – ADVOGADO(A) – LÍNGUA INGLESA

Welcome back to another post!

➧ TEXT:

When we think about people who have law degrees, we envision lawyers arguing cases in courtrooms full of drama and publicity, grilling witnesses and arguing with the judge. In reality, most lawyers, or attorneys, rarely see the inside of a courtroom, and those that do are typically involved in more common court proceedings such as DWI (driving while intoxicated) and theft cases. For every hour spent in the courtroom, many more are spent doing research, conducting interviews, or writing documents in preparation for litigation. Being an attorney requires excellent communication skills, but it also involves a great deal of paperwork and red tape. Some people with a law degree don’t practice law at all. A law degree opens many doors in the legal field.

(...)

http://www.unixl.com/

dir/law_and_legal_studies/law_degree/)

QUESTÃO – (FGV-2008-SENADO FEDERAL-ADVOGADO(A))

When you grill someone as in “grilling witnesses” this means that the action is performed

(A) hastily.

(B) for a long time.

(C) recklessly.

(D) with energy.

(E) rationally.

Resposta :  B

- Questão sobre IDIOM - GRILL SOMEONE ABOUT SOMETHING

- DICAS IMPORTANTES:

* GRILL SOMEONE ABOUT SOMETHING (= to interrogate for a long time) — QUESTIONAR INTENSAMENTE, INTERROGAR ALGUÉM POR UM LONGO TEMPO SOBRE ALGO. 

• I wish my parents would stop grilling me about where I go with my friends at night!. — Eu gostaria que meus pais parassem de me questionar sobre onde eu vou com meus amigos à noite! [The Free Dictionary]
• You're going to have to grill Janet if you want any answers about her spending habits. — Você vai ter que interrogar Janet se quiser alguma resposta sobre seus hábitos de consumo. [The Free Dictionary]

- NO TEXTO:

• When we think about people who have law degrees, we envision lawyers arguing cases in courtrooms full of drama and publicity, grilling witnesses and arguing with the judge.
• Quando pensamos em pessoas formadas em direito, imaginamos advogados discutindo casos em tribunais cheios de drama e publicidade, INTERROGANDO TESTEMUNHAS e discutindo com o juiz.
• A expressão idiomática "grilling witnesses", significa "INTERROGANDO TESTEMUNHAS POR UM LONGO TEMPO".
• A ideia contextual é que quando se interroga testemunhas, isso significa que a AÇÃO É DURADOURA, ou seja, os questionamentos levam muito tempo,
• Sendo assim, a alternativa (B) é a correta.

- RESOLUÇÃO RÁPIDA CONTEXTUAL:

When you grill someone as in “grilling witnesses” this means that the action is performed

(A) hastily. (APRESSADAMENTE, ÀS PRESSAS)

(B) for a long time. (POR UM LONGO TEMPO)

(C) recklessly. (DE FORMA IMPRUDENTE)

(D) with energy. (COM ENERGIA, COM RIGOR)

(E) rationally. (RACIONALMENTE, CONFORME À RAZÃO)