There is actual research on even the question of board versus slides. Board is better, possibly because it slows the lecturer down; possibly because it sometimes models making mistakes as a normal part of work for everyone; possibly because it models an actual process of problem solving.
So if you really want to insist that you "lecture" I think a good answer is to talk about the idea that what you mean by lecture is not that you stand in front of a room reading off of slides (or possibly writing on the board and never looking at students). If nothing else, most students cannot maintain focus for a full hour so you should talk about how a good lecture will have a break in the action every 15-20 minutes and what you do to make that happen. Again this is about knowing the research on what happens in classrooms.
For example: check understanding by asking questions (not "do you have any questions?"), have students do a problem, have them write something.
Also you could do exit tickets where you ask students to write something (such as what the most important thing they learned today was or what was confusing)or the definition of a term, collect and review to improve the next class.
Even "standard" lectures can be improved, there is literature on that, and as someone who wants to do well at your work who is also a scholar you should be reviewing that literature just like you do for your research. That's what they are looking for.
Also, if you don't preface your response with something like "Well, of course this depends on what the course is, teaching senior math majors in a seminar course is going to require a different approach than teaching a course oriented to the general student population." you have missed the boat entirely.