In lesson plan, what is related to students previous knowledge?

A lesson plan is typically organised into distinct stages — introduction, presentation, association/generalisation, and evaluation. The introduction stage is specifically where the teacher poses questions or activities to draw out and connect with what students already know, linking their existing (previous) knowledge to the new topic before it is presented.

Checking each option against this principle:

• Introductory questions are posed right at the start of the lesson to activate and connect with what students already know — this is exactly the mechanism that links to previous knowledge.

• Statement of aim communicates the lesson's target or goal to students at the outset; it tells them where the lesson is headed, not what they already know.

• Evaluation questions are asked toward the end to check how well the newly taught content has been understood — they assess the outcome of the current lesson, not prior knowledge.

• Objective writing is the teacher's planning-stage task of framing the lesson's objectives; it is a preparatory activity for the teacher, not an interaction that draws on students' previous knowledge.

Among the four, only introductory questions occur before new content is introduced and are explicitly aimed at surfacing what students already know; statement of aim and objective writing both concern the lesson's target/goal, and evaluation questions look at the current lesson's outcome rather than the student's prior knowledge.

Hence, introductory questions are what relate to students' previous knowledge in a lesson plan.