35. All cultures have been able to express large numbers clearly.

36. The word ‘thousand’ has Anglo-Saxon origins.

37. In general, people in seventh-century Europe had poor counting ability.

38. In the Tsimshian language, the number for long objects and canoes is expressed with the same word.

39. The Tsimshian language contains both older and newer systems of counting.

40. Early peoples found it easier to count by using their fingers than a group of pebbles.

其中的33、36、37、38以及39由于题干中有大写字母或年代这些相对容易原文定位的关键词，则审题后可以带着这些定位词在原文中寻读相关部分后先解这几题，例如33题在文中对应的部分为第三小节开头，则根据顺序原则32题在文中的对应部分最后可能出现在开头两个小节中，这样一来寻读32题的范围就缩小了，剩余题目也可以效仿这个方法。

再者，以“关系”的视角来解题，那么32题可以被看成是the concept of sufficiency 与the concept of quantity之间的比较关系，以这两项回原文寻读，对应点为“Our ancestors had little use for actual numbers; Instead their considerations would have been more of the kind Is this enough? rather than How many? when they were engaged in food gathering, for example.”此句以 Is this enough 和How many两个短句来同义替代题干中的两个concept, 而句中提到的我们的祖先考虑较多的是够不够，而不是有多少则来同义转换题干中的more important,因此由于比项均出现且二者的“关系”在文中也有同义表达，此题答案即为TRUE.此外40题也可以看作是有“关系”的题目，即fingers与 groups of pebbles之间的关系，用哪一个数数更容易，文中对应点位 “Counting is not directly related to the formation of a number concept because it is possible to count by matching the items being counted against a group of pebbles, grains of corn, or the counter’s fingers.”,虽然产生“关系”的手指与鹅卵石均有重现，但二者并无任何比较关系，因此答案为NOT GIVEN.

上面列举的只是判断题解题方法的点滴，但也是比较容易被考生忽略的两个点，不过要想运用得当，建议考生们除了多体会多练习以外，还应结合具体考题，借鉴其他的方法，灵活运用，才是上策。