The present course paper deals with the study of the category of case of English nouns which presents a certain interest both for the theoretical investigation and for the practical language use

Choosing Cases in Exhortations Beginning with Let

When a pronoun follows "let" in a mild exhortation, we use the object form of the pronoun. We say "Let us go then," but we're apt to slip in the subject form, especially when the pronouns are compounded: "And now, let you and I take the first step toward reconciliation." (It should read "let you and me … ") And in the Biblical admonition, we read "Let he who is without guilt cast the first stone." (It should read "Let him who is without guilt cast the first stone.")

Choosing Cases in Captions

Let's say you're putting together a photo album, and there's a nice photo of you and Grandpa, fishing. Should the caption read "Grandpa and Me, Fishing on Lake Pymatuning" or "Grandpa and I, Fishing"? The nominative form, "Grandpa and I," sounds awfully formal and highfalutin for this purpose, and we can reasonably argue that the objective form, "Grandpa and Me," is a kind of shorthand for "This is a photo of Grandpa and Me. … " The choice between formal-stuffy and casual-acceptable is up to you.
2.2Teaching methods of the case of noun in EFL classes
Teaching nouns, according to grammar, should be based on the following principles¹²:

1. 
   Conscious approach to the teaching of grammar. This means that in sentence patterns teaching points are determined so that pupils can concentrate their attention on some elements of the pattern to be able to use them as orienting points when speaking or writing the target language.
   

For example, I can see a book. I can see many books. The man asked for your telephone number. The man was asked for your telephone number¹³.
The teacher draws pupils’ attention to the new element in the sentence pattern. The teaching point may be presented in the form of a rule, a very short one. It is usually done in the mother tongue. The rule helps the learner to understand and to assimilate the structural meaning of the elements. It ensures a conscious approach to learning. The approach provides favorable conditions for the speedy development of correct and more flexible language use. However it does not mean that the teacher should ask pupils to say this or that rule. Rules do not ensure the mastery of the language. They only help to attain the practical goal. If a pupil can recognize and employ correctly the forms that are appropriate, that is sufficient. When the learner can give ample proof of these abilities we may say that he has fulfilled the syllabus requirements.
Conscious learning is also ensured when a grammar item is contrasted with another grammar item which is usually confused. The contrast is brought out through oppositions. For example:
Fire, set the Thomas on
Between Scylla and Charybdis