Give your child a two-part instruction using things in the room: 'pick up the sock and put it in the basket.'
Say it once, at normal speed, then wait. Do not point or gesture — the words have to carry it.
If only the first half happens, that is real information: say the second half on its own and celebrate the finish. Next round, swap the order so they cannot succeed by guessing.
Holding two instructions in sequence loads working memory while the child decodes language — the same combination that classroom listening will demand later. Removing gestures forces the meaning to travel through words alone.