This paper is divided into three parts. The first explains concepts in the design of group activities that encourage learner cooperation, and ways in which they differ. Activities are distinguished by: (1) whether or not they involve learner time for planning language use before interaction; (2) whether they have one predetermined correct answer or set of answers or have no single answer or set; and (3) whether group members need to share information, in either one-way or two-way exchanges, to complete the activity. Following this, five sample activities are described as they appear in a teaching guide, then according to the three characteristics noted above. Suggestions are made for adapting the activity. The third part presents two activities and challenges the audience to analyze and adapt them similarly. Contains 10 references. (MSE)